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Bringing wellbeing to education recruitment

The Always Flourishing Blog

Education Agency Advice: Supporting Schools Post-Lockdown

  • Category: Teaching Tips

Returning to School after COVID-19 Lockdown

The coronavirus pandemic has caused an unprecedented level of stress and uncertainty for so many people, particularly across the education sector. Anyone who currently holds any level of teaching job has been affected in some way by this unexpected turn of events.

Below are just some of the increasingly prevalent topics around the 2020-2021 term, following the government’s announcement of mandatory returns to schools. COVID-19 has played a significant part in:

Given the pandemic is still ongoing, it is very difficult to gauge just how severe the impact the situation has been on every pupil, teacher and those in school leadership positions.

As an experienced education recruitment agency, the team at Always Flourishing know fully well how much pressure there is on schools, staff and students even in a pre-coronavirus time. Our education recruitment consultants all possess a wealth of experience in teaching, and therefore, given our position, mission and values, we want to encourage all school leaders to take steps to ensure that their staff and student wellbeing is looked after during what will be a challenging term.

Tips to Support Pupils and Staff

  1. Engage parents - We would recommend headteachers offer opportunities for parents to engage with you directly. Many parents will no doubt be worried or stressed about their children returning to school, so offering an ear to them to voice any concerns will go a long way.
  2. Training - it makes sense to identify gaps in knowledge or confidence around pupils’ mental health, as well as that of your staff. Providing extra training resources which teachers can complete, without interfering too much with their teaching time, can send a positive message of support and encouragement.
  3. Pastoral care - make time, over the course of several weeks, for pupils to connect with adults. It’s also important you ensure staff are supported, with processes in place for reporting any pastoral/safeguarding issues.
  4. Teamwork - consider the support from teaching agencies like us at Always Flourishing, and other organisations, who you can draw on for suggestions, advice and ongoing help. We want to lend our hand to anyone currently expressing concern regarding their placement or teaching job application. Working together is key here.
  5. Positivity - consider how effective your school counselling, learning support and mentoring schemes are. Use this knowledge to identify ways in which you can keep everyone safe, while thinking of positive aspects of the lockdown situation that you can implement into the school. Embrace the new way of working in schools, and put wellbeing at the heart of your institution, and you may find the whole situation somewhat easier.

How Have Teachers Been Affected?

Since the nationwide lockdown was announced, it’s no secret that anyone with a teaching position would have been concerned about the ongoing situation. 

The pandemic has meant that teachers, parents and pupils have had to find ways of continuing education throughout a crucial time period of many school year groups. 

Unfortunately, the pandemic has resulted in some redundancies of teaching staff. This of course is never an ideal situation to be in. Newly-qualified teachers (NQTs) have, over the years, been in high demand to boost comparatively low teaching ranks at schools across the country. With fewer full-time teaching job vacancies than perhaps there were before, many teachers have turned to supply teaching jobs.

Supply teaching positions offer a great deal of flexibility and autonomy for candidates, and with continued support from a Thames Valley-based education agency like Always Flourishing, we can help schools fill teaching agency jobs for both short and long term cover.

We recognise that staff numbers can be a growing concern, especially during a time like this, but we want to reassure you we are committed to helping schools recruit the right teaching applicants. This doesn’t just apply to supply teachers, but those looking for full-time work, or working as a teaching assistant too.

Ongoing Support from an Education Agency

If you are looking for dedicated, bespoke support regarding job applications, vacancies, sourcing candidates and more, then get in touch with Always Flourishing today. We’re more than happy to listen to you and offer advice and ongoing support where we can.

Having more support staff on hand, who know what they’re doing, can be a big difference in how your school operates during this time.

Filling Teaching Agency Jobs with the Right Candidates in 2020

  • Category: Miscellaneous

Filling Teaching Vacancies

Schools with available teaching jobs never have it easy. Finding the right aspiring teachers, either on a permanent or supply basis, is not something that is straightforward; it’s a very time-consuming and stressful process. 

The UK has had a substantial teacher shortage for some time now. Even in a pre-coronavirus society, teacher recruitment was always an issue which was the perfect example of a double-edged sword. Not only were schools needing to hire teachers with very specific skill sets and experience, but the number of suitable and viable teaching applications they would receive arguably would never total that many. 

For schools, shortlisting candidates felt like such a struggle, and as such, many teaching positions were filled hastily, and were often rushed. Those times feel so long ago now

Put simply, just because an NQT, cover supervisor or supply teacher has the minimum amount of experience, it doesn’t necessarily mean they’re going to be a great fit for the school. As with any teaching job application, recruiters should look beyond the skills, and think carefully about whether an applicant will gel well with the school’s ethos, values, aims and other teachers. Filling those teaching job positions quickly and hurriedly could mean you are recruiting for the same position again a short while later.

How can schools hone their shortlists down enough, to ensure they’re getting the right new teaching staff right away?

Teaching Agency Jobs in 2020

Considering the impact that COVID-19 has had on children, applicants and institutions across the UK, the country has by no means overcome the education recruitment shortage. If anything, the shortage has only worsened due to the increased redundancies schools have had to force because of the pandemic. 

While current teaching staff and school leaders have had a nerve-racking and difficult few months, it’s fair to say that aspiring teaching assistants, NQTs and supply teaching staffhave also been feeling tense and worried about September 2020. With the mandatory return to education, this has only compounded an already-prevalent issue of teacher shortages. The difference being now, many people could be ambivalent about starting a new job working as a teacher

With all of the above in mind, it’s important for schools to ensure that they play their part in making the 2020-2021 academic year as smooth and worry-free as possible. By no means will it be easy but these are uncertain times for anyone associated with the education system.

While schools narrow down the most suitable teachers for their available roles, here are some questions they should ask themselves.

Questions to Ask Those Applying for Teaching Jobs

  1. Is this the right school for them?

    No one school is the same as the next; there are always going to be prevalent problems and issues that staff will face. If you are recruiting for teaching positions, you need to decide whether candidates can measure up to those potential issues. These issues could be concerning parent bodies, safeguarding, behaviour and much more. By talking with applicants you need to get an honest answer about how they feel about such obstacles.

  2. Do they seem prepared for the COVID-related challenges ahead?

    Speaking of which, the types of issues all schools will be forced to face will be different to usual, given that we are still currently living through a nationwide pandemic. From social distancing protocols to minimising contact with others, it’s going to be challenging and different every day. These are exceptional circumstances to the norms, but you need to ensure applicants are unconditionally prepared to deal with these new measures.
  3. Do they match our school culture and ethos?

    Staff who are in alignment and agreement with your school aims, values and who will enhance your culture are worth your consideration. Teaching job covering letters are good places to spot these signs.
  4. Do they have the right teaching experience?

    Down the line, it’s worth taking a look at your initial teaching job criteria and see whether a candidate measures up, or exceeds it. Remind yourself of what you wanted, and use your judgement on each job application.

Get Help from an Education Recruitment Agency

Always Flourishing are continuing to source teaching candidates for UK schools (primary, secondary, SEND, nurseries and more) and want to support schools across the Thames Valley with any of their teacher recruitment concerns. Our mission is putting the right staff in the right teaching jobs straight away, and we can do the same for you.

You can read more about our School Partnership Agreements.

Register a vacancy today or give us a call to see how we can help.

Teaching Jobs and COVID-19: How will Staff be Supported?

  • Category: Teaching Tips

Schools Opening in September 2020

The Office of National Statistics’ report of coronavirus (COVID-19) casualties linked to occupations has found that staff with teaching jobs (or other related jobs in educational settings) are not at any greater risk of contracting the disease. Not only that, but there was no evidence to suggest that children are prominent transmitters of the disease, at least compared to adults.

The statistics and research, coupled with the Test & Trace scheme and the lengthy amount of time children had to be out of school during the national lockdown, has led to the government introducing a mandatory return to education from September 2020. The relatively low risk of coronavirus does not outweigh the benefits of children returning to school. 

Schools now have the task of using the resources at their disposal to ensure all children can be welcomed back safely and securely, while ensuring protective measures for children and teaching staff, including social distancing.

As far as Always Flourishing are concerned, we put wellbeing at the heart of everything we do, as an education recruitment agency. We believe that all teachers, whether full-time or supply teachers, teaching assistants or school leaders, should be looked after given the enormous obstacles that face them come September 2020.

Supporting Teaching Staff

Schools have just as much of a duty to support their teaching staff as much as their students and pupils. Nothing has changed in that regard. However, given that teachers now have to educate children on the material they may have missed during lockdown (within a shorter period of time), as well as manage risks, ensure protection and social distancing, they are facing an uphill battle. We’ve previously written about how applicants can still apply for teaching vacancies for September 2020 start dates, and how important it is to prepare for what will be a challenging time. For anyone already holding a teaching position, whether as a cover supervisor, supply teaching assistant or a headteacher in a private school, Always Flourishing are here to support you.

No doubt anyone currently holding, or applying for teaching jobs, will have questions in the backs of their minds. Hopefully, the below advice helps.

What about staff who are clinically vulnerable?

Provided that schools have implemented controls and measures to minimise risk of transmission, clinically vulnerable staff can still return to their usual teaching jobs. Those who do return to working as a teacher should ensure they adhere to social distancing guidelines, minimise contact and keep their hands clean.

What about staff who are deemed ‘high-risk’ from COVID-19?

Some teachers with increased risk of coronavirus, or who live with other ‘high-risk’ individuals, can still return to working as a teacher. Provided schools implement the system of controls outlined by the government, the risk should be low.

How can schools look after staff mental health?

Schools should thoroughly explain all new measures that have been, or will be, put in place and how the landscape that is familiar to many may look and feel significantly different. Schools should actively ensure that all staff, including those with teaching leadership positions, are looked after, particularly those who are anxious about returning to school. The Department of Education is providing additional pupil and teacher mental health support. Also, the Education Support Partnership offers a free helpline for teaching positions, with targeted mental health support.

If you are currently in the middle of a teaching job application with Always Flourishing, or have recently registered and are feeling overwhelmed with the ongoing news about coronavirus in schools, speak to us directly and we’re happy to provide you with added support and guidance.

Are there any changes to how supply teaching jobs will be filled?

Schools should still ensure appropriate support is made available, by deploying support staff with supply teaching positions or cover supervisor roles, or even teaching assistant jobs. Extra care should be given to SEND-specific schools. Schools may need to alter the way in which staff are deployed, and use existing staff more flexibly. But where support capacity is available, schools should still enable staff from within and outside their school to work with pupils.

What is the procedure for teacher recruitment?

The government has recommended schools continue to hire teachers, remotely of course, over the remainder of the summer holidays. If you’re a recent NQT, or have some teaching experience and are looking to get into teaching, don’t let this pandemic stop you. You can register with Always Flourishing and we will work diligently to ensure you fill the perfect teaching vacancy.

Teaching Jobs Advice

For any other advice on teaching jobs during COVID-19, give us a call and we will be more than happy to assist you.

Can you Apply for Teaching Agency Jobs during COVID-19?

  • Category: Miscellaneous

COVID-19 Update for Teachers

The coronavirus pandemic has put an unprecedented and overwhelming strain on the education system. Back in March 2020, when the lockdown was imposed, schools were forced to close, and many were forced to turn to remote teaching. This left many full-time and supply teachers, teaching assistants and almost anybody who worked in a school, in a permanent state of confusion, uncertainty and confliction. 

As of 1st June 2020, schools gradually began reopening to pupils and students in phases. The government has now said that schools will now be allowed to move teachers between ‘bubble’ groups when all children return from September. 

These bubbles will need to be substantial enough so that schools can deliver a full range of subjects to students, particularly for older children in secondary schools. What’s more, teachers who work in a primary school, secondary school or other educational institution, will be allowed to move across different classes and year groups.

 

Are Teaching Agency Jobs Still Available?

The sudden closure of schools, coupled with the developing reopening procedures and social distancing protocols that schools will be implementing come September, has only fuelled the uncertainty for anyone currently working as a teacher. Not to mention those who are looking for new teaching vacancies or opportunities to become a supply teacher, for example. Recent developments might have made the teaching recruitment landscape look different this year, but Always Flourishing are here to answer any questions and offer our hand in support during this tumultuous time.

There are still teaching agency jobs out there. Some schools will be needing additional support when September rolls around, not only to cope with new measures, but to provide added support to those children whose learning has been greatly impacted by the COVID-19 pandemic. Many schools will need to hire teachers urgently over the next few weeks.

It’s important not to let the worldwide pandemic put a damper on your aspirations to apply for teaching agency work. Whether it’s as a supply teaching assistant or a cover supervisor, all staff are vital to the success of a school, and many schools will need help when term begins.

The right teaching jobs are still out there, and Always Flourishing are here to help you land those. No matter the current circumstances, our ethos hasn’t changed. Our mission is to help you get into teaching by landing that perfect school job, so here are some tips to help you get started through this challenging time.

 

Tips to Apply for Teaching Jobs

  1. Get an idea of schools in your area - whether you’re looking for full or part-time teaching jobs, you can’t currently visit schools on-site. You can, however, brush up on your knowledge to find out the types of schools looking to recruit.
  2. Arrange chats with the schools - in light of point 1, and now that schools are closed for the summer holidays, it’s difficult to get a feel for a school without being there. It helps to speak to as many members of staff as possible, particularly the main contact on a teacher job advertisement.
  3. Do a little investigation - it will pay dividends to gather as much information as you can, to make an informed decision on where to apply to teach. Find out what the schools’ environments are like, how they respond to behaviour, what their values are, read their website and materials to get a good flavour of what school life is like.
  4. Compare Ofsted reports - you can also read a school’s most recent and previous Ofsted reports, and compare it to that of other neighbouring schools. This is handy if you’re moving to a different area to apply for a teaching role.
  5. Ask questions - as a general rule of thumb, ask as many questions as you need to. If you’re feeling uncertain about anything, it doesn’t hurt to ask the school any questions concerning a teaching job application, or the current education landscape; they’re probably feeling uncertain too. If you have questions about teaching recruitment in any capacity, then we are also happy to speak to you.

 

Other Advice for Teachers

Rule number one here is to have patience. When you eventually land that online interview, treat it like any other teaching job interview. You should:

  • Be prepared
  • Stay focused
  • Retain eye contact
  • Avoid interruptions
  • Dress properly
  • Be friendly

Read our article on advice for NQTs for more detailed information.

Speak to a Teaching Recruitment Agency who can Help

For any advice on teaching agency work, contact Always Flourishing. We know this is a particularly challenging time for many who are in the process of applying for teaching jobs. Our experience stems from hands-on teaching experience and we will help you weather this storm.

Schools Using Supply Teaching Agencies (COVID-19 Update)

  • Category: Miscellaneous

Education Recruitment Agencies and COVID-19

Teaching recruitment agencies, specifically supply teaching agencies, are essential to the smooth running of schools across the UK. Many teaching agencies are responsible for providing candidates - on a permanent, supply or leadership basis - for a variety of teaching jobs in different schools. Supply teaching recruitment agencies are often tasked with finding day-to-day replacements or short-term cover for teacher absences, but frequently fill longer-term vacancies too.

In the wake of the COVID-19 pandemic, the Government has implemented strict procedures and protocols for schools to adhere to. Since the nationwide lockdown was enforced, and now that recent measures to ease lockdown have been announced, it doesn’t change the fact that many schools are still facing a problem. The economic and social difficulties caused by COVID-19 are likely to persist over the next several months and beyond.

The well-known ‘teacher crisis’ is another ongoing issue for the whole education industry. Education recruitment agencies are often relied on by institutions to ‘bridge the gap’; fewer people are looking to get into teaching than the Department of Education estimates are necessary to meet current and future needs. The growing demands on schools don’t help things either. So it begs the question, can schools continue to recruit teaching and support staff during the coronavirus pandemic?

Can Schools Continue Using Supply Teaching Agencies?

The short answer is yes, they can. It’s vital to ensure schools are fully prepared in terms of staff numbers. Therefore, education recruitment is arguably more important than ever and should continue where necessary and in a practical manner, provided that social distancing and protection measures are adhered to.

Social distancing protocols may mean that applying for teaching jobs may result in remote interviews, as opposed to face-to-face interviews. Schools are being entrusted by the Government to ensure they are implementing the correct procedures. Any currently employed supply teachers or supply teaching assistants should continue to support the education of pupils and offer further assistance to schools where possible.

Should Schools be Using Supply or Temporary Workers?

Schools are advised to refer to all parts of the Procurement Policy Note (PPN) 02/20,which sets out approaches and guidance, on ensuring service continues during and after COVID-19. If schools currently have teaching agency workers on live assignments, who are able to continue working as a supply teacher, they may continue to make previously-agreed payments for these workers. Schools should follow the guidelines carefully to ensure that all staff are being paid accordingly.

For candidates not currently on live assignments, or where jobs had to be abruptly paused due to COVID-19, schools should discuss any further demand for the staff. If no such demand is needed, the employers can furlough workers through the Coronavirus Job Retention Scheme. 

Where supply teachers are still required and are continuing to work during coronavirus, they should be paid in the usual way. It depends on whether the teacher is paid directly via the school, or via the agency. 

Using Supply Teaching Agencies over In-House Recruitment

Schools are frequently stretched to effectively screen candidates, even in a pre-lockdown environment. Teaching job agencies alleviate much of the pressure on schools, taking on the responsibility of ensuring that the most suitable candidates are put forward for available teaching vacancies

It could be that some aspiring applicants oversell themselves on their CVs and don’t have the practical knowledge to back their words up. Or alternatively, they hold superb experience but can’t translate that effectively on paper for a teaching job application.

Other advantages of using education recruitment services:

  • It saves time and resources when hiring teachers.
  • An accredited teaching agency has strict vetting and registration procedures in place.
  • Some agencies offer ongoing support to partner schools, having built strong relationships.
  • Many recruitment agencies employ former teachers within their organisation (Always Flourishing is no exception to this).
  • Quality candidates often prefer teaching agency work to start with, due to the opportunities of career progression, and flexibility with supply teaching work.

Hiring Additional Supply Teachers or Support Workers

Schools will continue to receive their budgets, regardless of any periods of partial or full closure. This means they should be able to pay their staff as usual, and the Government doesn’t anticipate any additional funding is required to manage the costs of hiring new supply teachers.

Here at Always Flourishing, we understand that it is a concerning, uncertain and distressing time for many people. However, we want to ensure everyone that we are monitoring everything carefully, and are available to answer any questions you may have regarding working in education at this present time. Please call us if you have any queries whatsoever.

What Makes a Good Supply Teaching Assistant?

  • Category: Teaching Tips

Tips for Supply Teaching Assistants

To work as a teaching assistant, you need to possess specific skills and traits to make a real difference. The qualities of a good teaching assistantcentre around maintaining a real drive and passion for working with children. Also helping them achieve their potential in the classroom. 

Supply teaching assistants, unlike full-time ones, have the benefit of being on flexible schedules, and will be expected to fill open slots when permanent teachers are absent or unwell. There are several benefits of becoming a supply teacher or TA, but the day-to-day roles and responsibilities will be much the same as those of a permanent TA.

For many people aspiring to become a teaching assistant on a supply basis, the role is still rewarding and can provide you with excellent prospects for career progression and personal development.

Teaching Assistant Positions

There are different levels of teaching assistant jobs, which you can do on a supply basis:

With every level of TA job, you need to demonstrate certain qualities. For starters, you will need to be able to take direction, be flexible, have excellent communication skills, and show you can cope with challenging behaviour. If you want to be a good TA, consider our list of other essential skills which will help improve your chances of making a difference, and when you apply for teaching jobs.

Supply Teaching Assistant Qualities

Take these essential skills on board to become the most effective TA you can be.

  1. Dedication

Being a good TA will require you to go above and beyond your job expectations and requirements. Show that you are committed to setting the classroom up for the day ahead, think proactively of fun and engaging activities to support lesson topics, and observe the pupils and students throughout the day. Offer help to create further lesson plans outside the classroom, and offer to assist with additional non-classroom or extracurricular activities. Great commitment does not go unnoticed.

  1. Initiative

Demonstrating a forward-thinking approach is highly encouraged and heavily valued by teachers. It’s no secret that any teaching job, be it as a supply teacher or full-time teacher, is full-on, and they will have their hands full. Your help and input will help take the pressure off slightly; if they recognise that you’re on-the-ball, it will be a massive help to them.

  1. Desire

When you successfully apply for teaching assistant jobs, you will need to have demonstrated the ability to build good relationships. Working with children is rewarding and fulfilling, but it will come with its fair share of challenges. Teaching assistant responsibilities vary day-to-day, so demonstrating a desire to help any child when they’re struggling will pay off. Even if that means you spend extra time to offer that help. A positive attitude and constant desire to help will both go a long way in building those relationships.

  1. Understanding

Supply teachers and TAs often work in a variety of different schools, and acquaint themselves with a huge number of different pupils. Being able to understand each child’s needs for them to learn, is a vital part of being an excellent teaching assistant. As you gain valuable teaching experience, you will develop a broader understanding of each pupil’s needs. Some may require more help than others, and you’ll be able to dedicate individual time with each student and provide extra support if needed.

  1. Flexible

Having the ability to adapt your time to meet the needs of the teacher will ensure lessons run to plan. Not only that, but students get the most effective learning tools when lessons run smoothly. Being flexible may mean that you start your day earlier, staying later, or helping to make additional learning aids in your own time. Flexibility is one of the greatest perks of teaching assistant positions, and it undoubtedly helps to demonstrate this when applying for teaching vacancies.

Permanent and Supply Teaching Assistant Vacancies

Always Flourishing is a Berkshire-based education recruitment agency, who can work with candidates to land their ideal supply or permanent teaching assistant job. Whether full-time or part-time, your roles and responsibilities will be very similar. So it helps to use the above skills to ensure you’re on the right track. If you’re an aspiring TA, who is new to teaching recruitment agencies, we suggest you read about choosing the right one, and some questions to ask.

Schools Looking for Permanent or Supply Teaching Assistants

Always Flourishing also work with numerous schools in the Thames Valley, who are looking to hire teaching assistants. We have access to a large talent pool of TAs looking for work, and we act as some partner schools’ direct education recruitment consultants. We are passionate about putting wellbeing back into recruitment.

Register today, or contact us for any further help.

Should you Become a Primary School Teacher or Secondary School Teacher?

  • Category: Teaching Tips

Secondary or Primary School Teacher?

Whether you choose to embark on becoming a primary school teacher, or a secondary school teacher, you’re onto achieving fantastic things. Teaching is a rewarding career all the same, but which school is right for you?

One of the big decisions you may have to make is whether you would like a primary school teaching job or a secondary school teaching job.

While these two types of teaching jobs might look similar on paper, the reality is they both offer vastly different experiences and require diverse skill sets. How do you know which one will suit you?

When you complete your teacher training course, you will be awarded Qualified Teacher Status (QTS); therefore, you are authorised to teach in primary schools and secondary schools in the UK. With QTS, you can apply for numerousteaching vacancies, and stand a higher chance of landing one successfully.

Key Differences between Primary and Secondary School Teaching

School Day

When teaching in a primary school, you will typically be with one class for the entire school day; primary school teachers work with children between the ages of 5 and 11.

Teaching in secondary schools will allow you to educate across year groups, from year 7 through to year 13. You will likely receive a form group and register these students at the beginning of each day.

Curriculum

The fundamental difference between primary schools and secondary schools, as a teacher, is what you teach.

In a primary school, you’ll be teaching a variety of different subjects, including

  • English
  • Maths
  • Geography
  • Science (such as plants, animals, planets, electricity, sound etc.)

and more, to one particular class. Sometimes, subject specialists may take over subjects like PE and Modern Foreign Languages (MFL).

Whereas in a secondary school, rather than teaching the whole curriculum to your class, you’ll specialise in one subject. You’ll teach this subject across multiple year groups, meaning you’ll encounter and interact with a wide range of age groups throughout the week.

Other Primary School Teacher Responsibilities

  • Plan lessons and prepare teaching materials
  • Mark and assess the work of pupils, and report on progress to parents/guardians
  • Work with other teachers and professionals
  • Attend meetings and undertake additional training

Other Secondary School Teacher Responsibilities

  • Work as a form tutor where you will register and support students daily
  • Mark work and provide in-depth feedback to students
  • Communicate with external stakeholders
  • Attend and complete all required training and CPD courses
  • Attend meetings with senior staff and subject leaders

It doesn’t matter which type of school you teach in; your responsibilities will be similar across the board. However, some private school jobs will require primary teachers to teach specialist subjects to younger pupils, effectively carrying out the same duties as secondary teachers. Some schools have this structure in place for teaching in private schools, regardless of age group.

Be advised, many of the above responsibilities will also apply to you whether you hold a permanent teaching job, or if you are working as a supply teacher

Questions to Ask Yourself

If you are still undecided about whether you want to teach in primary or secondary schools, it’s essential to take a moment for self-reflection. Below are some questions you should ask yourself, which hopefully will make the decision easier.

  • Do I like the idea of teaching a specialist subject? If you haven’t found the particular topic you want to educate forever, maybe the idea of teaching a range of subjects is more appealing to you.
  • How would I feel about seeing the same pupils/students each day? There are advantages and disadvantages of being responsible for multiple classes, as well as one class. You’ll need to decide whether the idea of teaching students of different ages throughout the day, or one specific class is preferable to you.
  • What age group do I picture myself teaching? Your relationships with students and pupils will vary dramatically, depending on their age. Also consider their attitudes, skill level and how they will interact with each other.

Speak to a Primary and Secondary Education Recruitment Agency

At Always Flourishing, we recruit for both primary and secondary school jobs in the Thames Valley. We have a variety of partner schools looking to hire teachers from all walks of life, who are looking to fill promising and exciting positions. With our mission of bringing wellbeing to education recruitment, we know that learners flourish in places that encourage creativity and a love of learning.

We also recruit for permanent, leadership and supply teaching jobs in a variety of schools, from independent schools to nurseries.

We can also help you land teaching assistant positions in both primary and secondary schools.

Register with us today, or give us a call if you have any questions.

Choosing the Right Supply Teaching Agency

  • Category: Miscellaneous

Joining a Supply Teaching Agency

Supply teachers all over the country are finding themselves enjoying this field of work throughout their careers. Compared to securing a permanent teaching role within a school, many people are looking for ways of how to become a supply teacher.

Perhaps the benefits of supply teaching are what makes it attractive to many people, such as the sense of autonomy, flexibility and variety that a supply teacher gets. There is so much information and advice out there, on routes into the profession.

One of the most popular routes is to sign up to supply teaching agencies.

Although joining one isn’t a requirement, many aspiring teachers couldn’t imagine finding a role without the help of an agency. If you’re new to the position, perhaps starting as a teaching assistant, you may find that an education recruitment agency that specialises in finding flexible work in a variety of different schools, is what you need.

The trick to making a teaching recruitment agency work for you, is to consider all your options and choose the right one based on your goals, aspirations and career prospects. The staff here at Always Flourishing have been in your shoes many times before. So to make it easier, we’ve written a small guide that will help you find the perfect agency, as you begin your search for supply teaching jobs.

What to Look for in Supply Teaching Agencies

1.       Locality

An excellent place to start is to check for local teaching agencies, and check out what their current candidates and clients are saying about them. Whether you’re looking for a fresh start or a new career, it helps to find a local teaching recruitment agency that can help you find work across many local schools. If you’re based in the Thames Valley and the surrounding area, consider Always Flourishing.

2.       The schools they work with

As an aspiring or experienced supply teacher, or cover supervisor, you’re the best person to decide the types of schools you feel you would work best in. Before signing up with an education agency, check they work with the schools you’re looking for, as it can make the recruitment process more straightforward.

Always Flourishing have built excellent relationships with numerous partner schools looking to recruit teachers. We receive multiple requests from our partner schools, requesting supply teaching assistants and teachers to cover short and long-term absences.

3.       Sectors and services they provide 

While you may be looking to fill supply teaching vacancies, it is worth paying attention to the sectors that your agency covers. Supply teaching can be a great route into full-time teaching (if that’s what you want), which can be a tremendous option if you find a teaching position in a school that you love. But failing that, you have a variety of sectors to gain valuable experience in, and find out what works best for you.

Always Flourishing help schools recruit teachers for:

Not only that, but we also recruit for a wide range of full-time teaching roles and leadership positions across these sectors.

4.       Experience and training

The best teaching agencies will be staffed by recruitment consultants who are former teachers themselves. Consultants who have experience as teachers can offer valuable supply teaching advice and insight, which helps when discussing placements. It also enables you to develop a relationship with your consultant, which is similarly important.

5.       Safeguarding

Safeguarding and vetting are critical areas for schools, but they are also essential for education recruitment agencies too. Their safeguarding measures can give you a good indication of how reputable your agency is.

You can read more about Always Flourishing’s stringent vetting standards and safeguarding here.

6.       Professional career development 

Working with a supply education agency can help with personal and professional development as you get further into your teaching career. Great agencies provide you with guided support and training, help you find work, and push you to achieve your personal and professional goals.

Ready to Apply for Supply Teaching Jobs?

If you’re ready to begin applying for supply teaching vacancies, then register with Always Flourishing today.

Need more advice? Here are some other reference articles which you may find useful:

Alternatively, feel free to give us a call today if you have any questions about supply teaching roles. We’d love to speak to you.

Can you get into Teaching Without a Degree?

  • Category: Miscellaneous

Graduate Teacher Roles

Teaching agency jobs, for the most part, require candidates to be qualified teachers, which require that the applicant holds Qualified Teacher Status (QTS). This means they are authorised and eligible to teach in any school in England. Whether it’s working as a supply teacher or in a permanent teaching position, holding QTS will ensure you are more likely to land these types of teaching roles. However, there are some schools which employ teaching staff who don’t have a recognised teaching qualification.

Unqualified Teacher Roles

It is possible to secure part-time, flexible and full-time teaching positions without spending three years at university. Achieving QTS doesn’t necessarily mean completing a university course.

The question is, how do you land teaching positions without a degree? If you want to land an independent school job, you can apply for teaching jobs online, without any teaching qualifications. If you’re lucky enough to secure a role, you can then undergo on-the-job training.  There are opportunities to work in education in non-graduate positions,such as cover supervisors or teaching assistant roles. There are options for both graduates and non-graduates to work in nurseriesSEND schools and much more. That’s where a teaching recruitment agencylike Always Flourishing can help. Below are some other education jobs you can apply for without a degree:

  • Nursery assistant (read more about working in a nursery)
  • School administrator
  • Finance assistant
  • Education support worker
  • Sports coach
  • Invigilator
  • ICT technician

Can I Teach Withouta Degree?

To achieve QTS, you must have an undergraduate degree or equivalent qualification. QTS is required for the majority of teaching positions in schools across the UK, and is a necessity for teaching in state schools. If you don’t have QTS, you may be able to land some potential teaching jobs.

Did you know?

  • Private schools are not required by law, to hire qualified teachers. While unlikely, they could recruit teachers who have no recognised graduate certificate.
  • Many independent, freeschools and academies are permitted to hire teaching staff without QTS.

If you want to work as a teacher, the main takeaway here is that you cannot become a recognised teacher without QTS.  However, if you are an undergraduate, or hold a degree in a subject that’s different to what you want to teach, there are various options to help you become a qualified teacher. Deciding on the best route for you will depend on your circumstances. 

Qualify to Land Teaching Jobs

  1. Schools Direct Training

This will allow you to do on-the-job teacher training. Your requirements are:

  • An undergraduate degree*
  • GCSEs (grade C or above) in English and Maths (as well as Science if teaching in primary schools
  • Successful completion of numeracy and literacy skills tests
  • Other school-specific requirements

*Your degree must be an honours degree totalling 360 credits for Initial Teacher Training (ITT) routes, and should match at least 50% of the subject you want to teach (if training to work in secondary schools).

  1. Postgraduate Certification in Education (PGCE)

A PGCE is an internationally-recognised qualification. You have the option to:

  • Apply to Higher Education Institutions for PGCE courses
  • Apply for teaching positions directly with a school, and achieve your PGCE while working on the job.

It’s worth reinforcing the point thatsome PGCEs do not lead to QTS. However, you can have QTS without a PGCE.

  1. Assessment-Only Route

The assessment route is available for graduates who have taught unqualified for several years, in multiple schools. This can involve teaching in private schools or teaching overseas. Your chosen school will work with ITT providers to carry out the assessment. This option is preferable for some experienced unqualified teachers, who haven’t taken a teacher training course. However, this is not an option for those who have left a school position.

Other Teaching Options

If you are unsure that traditional undergraduate study is the best option for you, and you would rather start working and earning, you could consider:

  • Foundation degrees – these can be taken on a part-time basis over several years. When combined with working as a teaching assistant, giving you some added experience. 
  • Teaching English as a Foreign Language– you may be able to find work abroad without having a teaching degree or qualification.

Apply for Teaching Agency Jobs

Education recruitment agencies like Always Flourishing, recruit staff for various types of teaching agency jobs. We help candidates land teaching roles in schools across the Thames Valley, and we also act as the recruitment agents for numerous partner schools in and around the Home Counties. Please also refer to our blog post about what schools look for in NQTs (Newly Qualified Teachers), and teaching remotely, which is proving the norms during the COVID-19 pandemic. If you have any questions about applying for teaching jobsgive us a call today. 

Questions to Ask your Education Recruitment Agency

  • Category: Miscellaneous

Why use Education Recruitment Agencies?

Teaching recruitment agencies play a pivotal role in securing aspiring and experienced teachers jobs all across the education sector. Whether you are applying for your first teaching job as a supply teacher, teaching assistant or a full-time permanent teaching position, no matter your level of experience, you may need the help of an education recruitment agency.

They have the distinction of working with numerous schools looking to hire across the sector, having built up trusted relationships with them over the years. This can work in your favour, as many schools have sought help from permanent and supply teaching agencies to handle their recruitment. This can be much more comfortable and less stressful for candidates, rather than applying for teaching jobs directly via a school.

Here at Always Flourishing, we recruit candidates for schools that need secondary teachers and primary school teachers, as well as roles in the SEND sector, nurseries and even independent schools.

With many teaching agencies to choose from, how can you be sure you’re selecting the right one to source the right candidates for you? And if you’re an applicant, how do you know you’re using the right education recruitment agencies to find your perfect teaching role? Whether you’ve successfully landed teaching assistant roles or private school jobs in the past, or you’ve never used an education agency before, Always Flourishing’s list of questions can help you know your recruitment agency will be the right fit.

5 Questions to Ask your Teaching Jobs Agency

  1. How easy is it to move from supply to permanent teaching jobs?

    If you’re just starting your teaching career, supply teaching roles can provide fantastic opportunities to gain experience, build connections and experience first-hand how to apply yourself in various types of schools. It’s the same with teaching assistant positions. Once you start working as a supply teacher, it can be much easier to move to permanent roles. Always Flourishing have helped numerous supply teaching assistants transition to full-time positions in schools.

  2. How can I ensure I’m covered financially during the holidays if I’m a supply teacher?

    To receive holiday and sick pay, you must hold a permanent teaching position. Unfortunately working in supply teaching or short-term contracts you don’t receive holidays or sick leave. It can be stressful, so it’s worth considering whether becoming a supply teacher is something you want to do. However, supply work offers other benefits that permanent roles don’t.

  3. Will I receive support from my teachingeducation recruitment agency?

    Registered candidates at Always Flourishing will receive genuinely bespoke recruitment services that take the stress away from applying for jobs. We offer our candidates a vast variety of placement opportunities, ranging from daily supply work to long-term placements, and even part-time and full-time assignments to meet your needs. We also offer professional development courses, teaching interview technique services, coaching and wellbeing services. See our Added Value page for more info.

  4. Why should I choose Always Flourishing?

    Here at Always Flourishing, we believe that teacher and student wellbeing are at the heart of our service. We believe that education professionals should be nurtured as pupils are, and our mission is to bring wellbeing to education recruitment, helping to create environments where teachers enjoy what they do, and children love learning. We believe in shared value, and we want our clients to see us as their trusted agency, and candidates to see us as their personal mentors.

  5. How can you ensure I’m able to land a teaching job that will suit me?

    It’s easy to feel lost when registering with an education recruitment agency. We’re all looking for something different, and teaching, as its widely documented, is a tough profession. Always Flourishing want our candidates to enjoy teaching careers where you are rewarded for your efforts, rather than make you feel overworked and stressed. Our approach is simple, and one vital step is preparing you for success, based on a series of conversations to identify that perfect role for you.

Ready to Apply for Teaching Jobs?

Register with Always Flourishing today. Browse our current job vacancies page too. We are more than happy to answer any questions you may have, so don’t hesitate to give us a call.

Teaching Remotely for Primary Schools

  • Category: Teaching Tips

Can Primary School Jobs be Done via Remote Teaching?

When training to become a teacher, it's unlikely anyone could have been slightly prepared for teaching classes remotely because of a global pandemic.

No matter what stage of your teaching journey you are at, whether it's as a supply teaching assistant, permanent teacher or if you are still applying for teaching agency jobs, teaching should never have to be done remotely. The real effectiveness of education is discovered when the teacher and pupils are in the classroom together. This is particularly true for primary school teachers and pupils. Children are at that age (5-11 years) where they start to remember how helpful and supportive their teachers and teaching assistants can be.

The COVID-19 pandemic has forced pupils of all ages to be taught at home, and in light of this, every school has also felt the pressure to use video conferencing tools as methods of distance-learning. Schools have been forced to act quickly, almost scrambling to ensure students are not behind academically. However, it's essential to remember how the coronavirus might be affecting pupils on a personal level.

The social element of education can still exist when teaching remote lessons, and you can truly become an effective teacher if you embrace this change. Here are some tips on how to make the most out of teaching primary school pupils in a remote environment

E-Teaching to Primary School Pupils

Younger pupils can be particularly sensitive to drastic change, and on the flip side, they can wholly embrace it. Here are some vital tips to ensure you, as someone new to (or experienced in) primary school jobs, can help your pupils on a social and academic level.

  1. Get them in the right mindset – while your role as a teacher is to ensure your pupils are receiving the support they need, if they are struggling with a new way of life, it can have a knock-on effect on their education. It's vital, therefore, to get them in the right mindset for distance-learning, about how it gives them great opportunities to learn. Establish new 'e-classroom' behaviours and rules, and provide them with a platform to ensure they are still an essential part of every class. Teaching responsibilities like these can help pupils stay invested and motivated to work hard and bring their ideas forward.
  2. Prepare well in advance – while teaching from home has meant everyone has to adapt to new routines, every teacher should always make sure they are well-prepared. There can be a temptation to leave certain things to the morning, but every day could present a WiFi router not working or a laptop not turning on. Schedule your activities and lessons ahead of time, and stay organised. This is valuable advice for teachers in itself, but it applies now that you are teaching classes at home.
  3. Keep pupils well-connected – it's fair to say some pupils will prioritise some activities over others, and not all of them will complete everything they're asked to do. If you do find some of your students struggling, it's a good idea to check in with them. Some pupils may be deeply affected by the stress of COVID-19, as might their families. It helps pupils to know their teachers are there for them.
  4. Allow plenty of time – this is valuable advice that will have been drilled into you when applying for teaching jobs. It doesn't matter whether you hold a permanent or supply teaching position; everyone always says that teaching jobs are notorious for how much time you have to put in. Even when becoming a remote teacher, you can quickly find yourself loaded with work to check every day. To stop yourself from becoming overwhelmed, make a point to catch up with your marking or admin while you're not teaching.

Register with an Education Recruitment Agency

Always Flourishing recruit for almost any teaching vacancies, for both candidates and for schools looking to hire.

Even in these unprecedented times, we still have numerous primary school teaching positions available in independent schools, state schools and even academies. Roles could be anything from teaching assistant jobs to full-time teaching roles as specific subject teachers.

What's more, as a teaching recruitment agency that values teacher and student wellbeing, Always Flourishing can offer you guided, dedicated support along the way. All you need to do is register with us.

If you have any queries, speak to us directly.

How to Become an Effective SEND Teaching Assistant

  • Category: Teaching Tips

SEND Teaching

Landing a teaching job as a newly-qualified teacher (NQT) is a fantastic achievement. Whether you’ve secured a permanent teaching position or if you are working as a supply teacher, no doubt the hard work you will have done throughout your studies, work experience and placements will have paid dividends when you land that first big-time job. The same can be said for working as a SEND teacher, or teaching assistant (TA).

As an NQT, you should be incredibly proud of your accomplishment, but SEND teaching positions may be entirely different than you’d expect. Teacher training doesn’t always necessarily prepare teachers for teaching children with special educational needs and disability.

No matter how you achieved Qualified Teacher Status (QTS), it’s important to remember this is the beginning of your journey rather than the end. Think of the QTS qualification like a driving test; you pass it and you’re essentially allowed to teach anywhere, but you will only achieve the full experience once you’ve started working in schools. This can be anywhere from working as a teaching assistant to landing private school jobs.

SEND teaching assistants in particular, have a vital part to play in teaching special needs children. This kind of teaching job gives you varied responsibilities, in how you effectively manage children of varying needs. You’ll be expected to use your proactive teaching skills to manage the whole classroom and help pupils get the most out of their education.

Improve your SEND Teaching Skills

It’s wise to treat a SEND teaching jobs as an opportunity to learn while you teach. Here are a few things that you could do to develop your SEND teaching skills.

Improve your SEND Teaching Skills

It’s wise to treat a SEND teaching job as an opportunity to learn while you teach. Here are a few things that you could do to develop your SEND teaching skills.

  1. Understand children’s rights – understanding the Equality Act (in particular the Equality & Human Rights Commission guidance) can give you some perspective of the duties that a school is required to fulfil. Understanding these will help you become more informed about the expectations (and challenges) of working in SEND.
  2. Reflect on your environment – an inclusive classroom culture is essential for all learners to feel welcome. Make adjustments to the classroom if you deem it necessary, and consider how the children are affected by the space they use and how it can be improved. You can use online groups like the SLD Forum for added support in your SEND TA role.
  3. Speak to parents and other professionals – developing honest, constructive relationships with families can be a tremendous asset to how you do the same with children too. Parents can share experience and insight from their daily lives with their children, which can in turn help with strategies when teaching SEND students. Making the use of knowledge and strategies from other teachers and professionals’ (e.g. language and speech therapists) can also be a great tool with SEND teaching.
  4. Explore challenging behaviour – complex behaviour can be a challenge in the classroom, and sometimes unpredictable. It’s the collective responsibility of the school to ensure this is appropriately managed and pupils are looked after, no matter their complex behaviour. Advice, support and guidance of experienced teachers will help you greatly with this, as can behaviour management resources and material.
  5. Get to know your students – large and busy classrooms can create a less-personal environment for children. This is a huge challenge for both students and teachers, no matter their role in the classroom. This is why becoming a teaching assistant can create a more personal environment for each student, which is especially valuable for SEND children in terms of helping their academic achievements as well as their personal development.

SEND Teaching During COVID-19

Now that schools have been closed due to the COVID-19 pandemic, students with SEND, who receive additional support, are going to need some more considerations.

One of these issues concern TAs working in SEND schools, who are unable to provide that bespoke, incident-specific support that some children require. This could be anything from speech therapy or sensory assistance, and replicating this help would be challenging for both TAs and pupils.

Not to mention the fact that changing routines for some children would be particularly upsetting, and both permanent teaching assistants and teachers will need to make amendments in some pupils’ timetables. For schools, they should remain transparent with parents and TAs to see how they can feasibly work around these issues.

Apply for SEND Jobs

Here at Always Flourishing, we recruit permanent and supply teaching assistants across a wide variety of educational sectors. We work with numerous SEND schools across the Thames Valley and surrounding areas, but also are able to help candidates who want to land any of the following:

We also work directly with schools which are recruiting for these positions, where we can help secure the perfect candidate for you. Rather than outsource your education recruitment, our experience as one of Berkshire’s leading teaching recruitment agencies has helped schools and teachers land their ideal teaching roles.

Our approach is to ensure our candidates get the added value and support they need no matter their stage in their teaching journey, as well as ensuring our schools get a completely transparent and wholesome service.

Register with us today, or contact us if you need any further help.

6 Qualities Schools look for in NQTs

  • Category: Teaching Tips

What is a Newly-Qualified Teachers?

As a newly-qualified teacher, or NQT for short, it’s fair to say applying for teaching jobs can be both a daunting and exciting experience. After having completed your degree, achieved your qualified teacher status (QTS), and written your CV, you’ll be looking for teaching jobs with schools in your local area.

As an NQT, your ideal teaching job positions will be one with a school that will support you through your induction year. With this added support, you can develop valuable teaching skills to help you fill any teaching vacancy with confidence and an open mind.

Much the same as if you were working as a supply teacher or a teaching assistant, you can learn valuable and applicable skills and qualities that you can take with you when you apply for teaching jobs. Whether this is working full time in independent schools or nurseries, and anything in between, it’s important to remember that schools looking to recruit are after teacher with particular skills.

It will help you stand out from the crowd if you demonstrate certain traits in your professional and personal demeanour, both in and out of the classroom. To give you some additional help, as is our approach and ethos with our candidates, Always Flourishing have outlined six qualities you should aim to have when working as a teacher.

What to Show as an NQT

  1. Proactivity – excellent teaching is reliant on NQTs who are proactive. These same rules apply if you are becoming a supply teacher or stepping up into a school leadership position; if you’re capable of planning, setting goals and working towards them. Schools are always on the lookout for NQTs who can instil a positive classroom environment, while being resilient in their execution as well as planning, marking and commitment to supporting other teaching staff.
  2. Knowledge – while it’s no secret NQTs need to demonstrate excellent expertise in their chosen subject(s), showing a firm, more comprehensive understanding of the education sector, policies, news and updates to the curriculum. The Department for Education website is an excellent hub for this kind of information.
  3. Passion – any teacher, NQT or not, will be looked favourably upon if they show devotion and love for their subject. Not just the topic itself, but the art of teaching it as well. Enthusiasm, coupled with an aspiration to teach, will collectively boost your students’ willingness to learn. It also helps if you can apply your passion to different sectors, with pupils who may take to your subject slightly differently. For example, teaching in private schools might garner different reactions to say, state schools. The passion should never falter, though.
  4. Eagerness – for an NQT, it’s vital you show you’re willing to learn while you secure a permanent teaching position. Even though you’d have already spent years learning and perfecting your craft in education, showing that you want to learn more will put you in the school’s good books. You could ask your school if they run any additional mentoring schemes or programs involving other staff members, or request to observe other teachers on implementing new teaching methods. Working as a teaching assistant or a supply teaching assistant can help you lock this down, early on in your teaching career.
  5. Teamwork – remember that in your first teaching position, while you may be teaching classes alone, the external department very much operates as a team. If you show you can work well in a group, your department can enhance how your students learn and work. By sharing ideas, knowledge, resources and time, your department can also be a valuable support network as you settle into working as a full-time teacher.
  6. Communication – for both your students and your fellow teachers, showing a practical ability to communicate is, arguably, most important of all. It goes beyond just teaching your chosen subject effectively. Raising any concerns and asking for help from your school on how to apply yourself better, is equally important. Communication, by extension, helps your department function effectively as a team and helps you to be more proactive.

Are you an NQT Looking for a Teaching Job?

Always Flourishing is an education recruitment agency who help candidates land permanent teaching roles after achieving their QTS. This could be in primary schools, secondary schools or even the SEND sector, and we also help aspiring teachers who want to work as a teaching assistant or land temporary, supply teaching positions. We always work diligently to support candidates across the Thames Valley looking for work. Register with us for free today.

Are you a School Looking to Recruit NQTs?

Always Flourishing can help your school recruit permanent teachers. We have access to a vast talent pool of NQTS looking for permanent teaching vacancies. As an education agency with a dedicated, specialist team of trained recruiters with valuable teaching experience, we know who is going to be ideal for filling your teaching vacancy.

Speak to us today to see how we can help.

Are you a School Looking to Recruit NQTs?

Why Choose Permanent Teaching over Supply Teaching?

  • Category: Miscellaneous

Becoming a supply teacher certainly has its perks. Personal commitments, lifestyles and willingness to experience different teaching situations are just some of the many advantages of supply teaching. Having said that, for many people on the hunt for permanent teaching jobs, they prefer the prospect of having full-time employment.

Both permanent and supply teaching jobs have their own advantages and disadvantages. Still, we're going to give you some reasons as to why applying for a permanent teaching job can pay dividends. Everybody is different, and as far as Always Flourishing are concerned, we are an education recruitment agency, that is committed to recruiting the right candidates for the right schools and vice versa. Whether you are looking for teaching assistant jobs or leadership positions, or anything in between, we can help you.

Firstly, let's look at what precisely separates supply and permanent.

Supply Teaching vs Permanent Teaching

Many schools who are looking to recruit teachers, often rely on supply teachers or supply teaching assistants to step in flexibly, when a permanent member of staff is absent. For many newly qualified teachers (NQTs), they are happy that they can rely on supply teaching agencies to secure them work as and when it is convenient for them. For others, supply work is seen as a stepping stone into securing a full-time teaching position.

While it's not uncommon to make the transition between flexible to full-time, it often comes as a surprise to many that the teaching responsibilities are not too dissimilar, whether you are working as a permanent teacher or a supply one. The commitment that's expected of both supply and permanent teachers involves everything from day-to-day lesson planning that meet learning objectives, to assessing and marking work completed by students.

The main difference between permanent and supply teachers is the amount of time they have in contact with their pupils.

Supply teachers have the challenge of continuously adapting their teaching methods to meet different requirements in schools, different class sizes, age groups and student expectations as well. While this is not necessarily a drawback to supply teaching, it goes without saying that a week teaching in a private school is going to be drastically different than securing some time working in a nursery.

The idea of having a focused subject, school surrounding, location and familiar faces is more preferable to some. That's where permanent teaching positions differ.

Why Make the Transition to Permanent Teaching?

We have explored, at length, whether working as a supply teacher is beneficial. We understand that many people prefer the flexibility and sense of autonomy without being obligated to one particular school or class. The freedom of choosing when you work, allowing you time for your other commitments is ideal for some. There are many different reasons why supply teaching works for so many people, which you can read more about here.

Becoming a full-time teacher poses an alternative that many experienced supply teachers can relate to. Work is often regular, but not always guaranteed. Supply staff can sometimes go weeks without any work, which undoubtedly has a knock-on effect.

Supply positions are inconsistent in their nature, meaning that teachers frequently find themselves commuting longer distances than usual. Continually adapting to unfamiliar surroundings and new faces regularly can be stressful, often meaning that teachers lose sight of their primary reason to get into the field in the first place. That reason is to help students learn, grow and progress.

The more people you meet across your places of work, the higher your chances of making a phenomenal impression with your commitment, dedication and passion. This is why supply teaching roles often lead to permanent ones, offering NQTs the opportunity to gain valuable experience and earn money before stepping into a full-time position.

Permanent teachers are also entitled to other luxuries that supply workers are not legally eligible for.

Advantages of Permanent Teaching Jobs

  • Holiday and sick pay – it goes without saying that the holidays are a huge benefit to teaching full-time. Being entitled to a full pay packet during the holidays, as well as receiving SSP (Statutory Sick Pay) and SMP (Statutory Maternity Pay) are all things which supply teachers, unfortunately, do not receive.
  • Job security – working as a permanent teacher will, as the name suggests, give you a permanent contract of employment. You won't be at risk of having the contract ended with immediate effect, nor will you have to worry about inconsistent income.
  • Pension scheme – permanent roles will also come with Teachers Pension enrolment, which is an attractive benefit in itself, compared to other pension schemes.
  • Training and development – working in a permanent teaching role might open the door to other opportunities where you can further your training and career development. Supporting your progress is something that many schools and recruiters embrace, as part of your long-term plans.

Looking for a Teaching Job?

If you are currently employed as a supply teacher, that already puts you in a good position for securing a permanent teaching vacancy. However, if you're not sure which one is right for you, or whether you need help getting into teaching, then reach out to Always Flourishing. We help recruit aspiring candidates for both permanent and supply work, across schools in and around the Thames Valley and surrounding areas.

We go above and beyond for any candidates who register with us, and offer guided assistance throughout your job hunt. Please give us a call today to see how we can help.

Why Extracurricular Activities are Important

  • Category: Teaching Tips

Are Extracurricular Activities Important?

Extracurricular activities in schools, particularly independent schools, are considered valuable experiences and commitments for both students and teachers. It's widely believed that both pupils and teachers can learn and develop positive, tangible skills by interacting with one another in organised extracurricular activities.

If you are interested in becoming a private school teacher, it's worth bearing in mind how highly a school values their extracurricular program. While you may not be actively forced to commit to teaching extracurricular courses that you cannot do, you may be expected to play a part in some way or another. Private school jobs often require NQTs (newly qualified teachers) to commit to what can often be a busy and loaded after-school and co-curricular program.

Private school teaching jobs may, in light of this 'expectation', incur additional hours that you'd be required to commit to. But the personal and professional rewards you can reap from this commitment should not be overlooked. For many independent school teachers, the extent of what some schools can offer outside the classroom is what makes the private school sector an attractive prospect.

Extracurricular Activities Examples

If you are looking for independent school jobs, here are some activities that many schools in this sector offer:

  • Drama (school plays being notable examples)
  • Music
  • Art
  • Sports
  • Dance
  • Duke of Edinburgh scheme
  • Journalism
  • Debating society
  • Public speaking

The above list shows just a few examples of extracurricular activities that many teachers in the independent sector can expect. While you may not be required to commit to all of them, think about how they all collectively support student development. Schools which value academic progress while encouraging students to pursue outside interests need to rely on teachers whom they can trust to uphold their values.

Extracurricular Activities for Teachers

Teachers have a pivotal role to play in supporting pupils in and outside the classroom. Participating in these activities as a teacher can bring you some incredible personal rewards, as much as it can for pupils.

Below are some reasons for aspiring teachers to participate.

  1. Take a break from the classroom – it's no secret that ECAs offer a welcome break from studying for pupils. Teachers can also benefit hugely by committing to activities that are both interesting and fulfilling. Becoming an independent school teacher may require commitment and balance of both classroom and extracurricular duties, but many prep school teachers find this to be a positive thing.
  2. Developing other skills – teaching an extracurricular subject which involves learning skills, can ultimately help students to improve their skills in other areas. Not just academically either. For example, if you are a private school teacher and you take part in the school debating society, some students may find their confidence in giving class presentations improve. This kind of progress and development is a testament to you as much as it is to them, and they will value their growth, and who helped them.
  3. ECAs improve your CV – with any teaching job application, demonstrating the skills and abilities of some ECAs could be a massive boost in your job hunt. If you can offer something beyond teaching work experience and your time working as a supply teacher, your next full-time teaching role might be closer than you realise.
  4. Social opportunities – ECAs provide excellent opportunities for you and pupils to interact with others, either in the same school or outside of it. If your school competes alongside other local private schools in a particular sport or activity, these activities make great opportunities to develop connections and potentially make friends.
  5. Help in other areas – learning how to teach and coach your activity in different ways, can be a valuable asset to you in the classroom as well. You may find that your time running an extracurricular activity can give you a greater sense of control and discipline while you are teaching private school students in the classroom. Or vice versa. Students you teach outside the classroom can experience a different side of yourself, and letting your guard down slightly (when teaching a class) allows you to translate to them more effectively

Independent Prep School Jobs

Showing experience running and getting involved with ECAs will not necessarily guarantee you a full-time teaching job. No hire will be made on that basis alone. But independent school job postings will be ripe for your pickings if you still demonstrate a willingness to get involved.

Always Flourishing can help any independent school looking for staff as well as those looking for teaching jobs in private schools. We recruit candidates who are looking for permanent teaching vacancies as well as leadership and supply teaching roles.

We have an extensive network of local independent schools who rely on our services and approach to recruiting teachers for them. Across the Thames Valley and Home Counties, we have successfully hired for independent school teaching jobs, where our candidates have gone on to have successful and rewarding teaching careers.

Register with us today if you are ready to apply for a position, or if you are currently in a school, consider Always Flourishing to handle your recruitment process.

Should you have any questions, please contact us to see how we can help.

Is Supply Teaching a Good Option?

  • Category: Miscellaneous

Reasons to Consider Supply Teaching

Getting into supply teaching is ideal for people who want to have a good balance between their work and home lives. When it comes to committing to teaching job opportunities that allow plenty of opportunities to follow your interests outside the classroom, while also giving you the chance to experience working in different schools (from private schools to schools in the SEND sector), then you may want to consider supply teaching.

Supply teaching agencies are faced with the growing demand for supply teachers by many local schools, and as far as we are concerned, there are plenty of schools in the Home Counties and Thames Valley that are constantly on the lookout for supply teaching staff. If you are still unsure about what teaching career opportunities to throw yourself into, you may wish to read on. A supply teaching position might just be that first step you need to take before settling on a full-time, permanent teaching career, and this blog will outline many of the advantages.

For your reference, here are 5 key tips for becoming a supply teacher.

Benefits of Becoming a Supply Teacher

  1. Flexibility – one of the key advantages of supply teaching is that you don't have to plan your holidays to fit within the school calendar, like most teachers. This is beneficial for those who prefer to avoid the peak travel prices and crowds, but supply teaching work offers more flexibility than just holidays. Given that you don't have the same commitments as you would if you had secured a permanent teaching job, you could always take that long weekend break, or take an extra couple of weeks off in September when there is less demand for supply teachers.
  2. Variety – you can often find teachers who have stayed in the same school for years. Some will have had the same position for the whole of their teaching careers. While some people prefer the aspect of job security and a familiar environment, it's sometimes more preferable and exciting for supply teachers to experience a wide variety of schools.
  3. Freedom – working as a supply teacher gives you a sense of autonomy in comparison to other teaching job positions. It's not unheard of how much work is involved outside the classroom for teachers, not to mention the hours they put in outside of school hours for lesson planning, paperwork, meetings, assessments and more. Supply work can alleviate much of the pressures of these arduous tasks, as well as relieve people from a competitive working environment. Speaking of freedom, working in supply teaching can open up certain opportunities across the country, which is handy if you are considering moving to a new area and want some flexible work before making a big commitment. Not just that, but if you decide to take time away from teaching, supply teaching opportunities are worth considering if you want an easy and flexible route back into the profession.
  4. Experience – supply work allows you the chance to experience working with various different teachers in a wide variety of education settings. You can judge for yourself how effective their teaching methods are, how they plan, assess their pupils and help their development. You'll also learn what not to do as it pertains to future supply teaching job opportunities. Supply teaching agencies are great resources to have if you are considering getting some more experience and added value for your teaching.
  5. Earn as you learnregistering with a teaching recruitment agency can open up doors for apprenticeships and courses that you can take while working in a school. Many schools are happy to accommodate supply teachers who are studying whilst they work, as that gives them the impression that you are potentially considering long-term, permanent teaching roles.

Looking for a Supply Teaching Agency?

Supply teaching work is much like if you were test driving a new car, or going through a trial run of a new product. It gives you plenty of opportunities to test the waters of teaching as a career option, freeing you from many of the hardships that go hand-in-hand with being a full-time teacher.

It goes without saying that being a substitute teacher is preferable for some candidates, regardless of which stage they are at in their careers. It's also helpful that hiring supply teachers on a flexible basis is something that many schools across the Thames Valley prefer to do. Therefore, supply teaching might just be the perfect choice for you at this juncture.

Always Flourishing offer a wide variety of supply teaching positions throughout the Home Counties and surrounding area. We specialise in recruiting and placing teachers of all experience levels, such as teaching assistants, headteachers and much more. We can place teachers in primary schools, secondary schools and even nurseries. We adopt a very personable approach to our candidates and partner schools, ensuring they receive the most transparent and thorough support possible.

Schools are always on the lookout for support staff to cover open vacancies, full-time teachers currently on maternity leave, as well as those who are temporarily absent, or on sabbatical. We can offer daily supply teaching opportunities (which can involve anything from one day to a few weeks' work) or long-term supply teaching positions which are preferred for candidates looking for guaranteed work with the same employer for a while.

For more advice, please register for supply teaching, or get in touch with us. We are more than happy to help.

What you Need to Work in a Nursery

  • Category: Miscellaneous

What you Need to Work in a Nursery

Nurseries cater and care for children aged between 3 and 5 years. Nurseries offer early years education and childcare before children step into 'big school'.

Nurseries are often organised around whichever age they are catering for, with age groups typically being split into different rooms. Each room will have a lead staff member, with many supporting teaching staff balancing duties in various classes. Although it is expected that the staff team will usually remain with the same children in a particular age group.

Working in a nursery requires energy, patience and a sense of imagination at the most basic level. Getting a nursery teaching job is possible without any specific childcare requirements, though be advised that most educational settings will recognise that qualifications pay dividends in the long-term. More qualified teaching staff can offer a higher standard of children's learning, and so it is worth considering your options before you begin searching for a nursery role.

Always Flourishing is an experienced and forward-thinking nursery recruitment agency, having recruited a huge range of nursery staff across the Thames Valley and surrounding area. We recognise that working in nurseries is something many of our candidates search for, and our clients are often in high demand for nursery workers. Here is a guide to help you understand the profession a little better, and give you some valuable insight before searching for nursery vacancies.

How to Work in a Nursery

To become a nursery assistant, it's expected that you hold are comfortable in numeracy and literacy at some level. Having GCSEs in Maths and English (or the equivalent) is expected, and a good start. As far as becoming a nursery assistant goes, there are no set entry requirements for this, however, you may want to consider the following if you are getting into teaching at a nursery and growing your career.

Nursery job positions that require a higher level of responsibility in and outside the classroom, such as a nursery nurse, you'll need a recognised professional qualification. Such as:

  • NCFE CACHE Level 3 Diploma in Child Care and Education
  • BTEC National Diploma in Children's Care, Learning and Development
  • NVQ Level 3 in Children's Care, Learning and Development

If you are looking for work in a nursery, one thing that employers will be looking for is experience of childcare, either paid or voluntary. You can get valuable experience working in a local nursery as a volunteer or at after-school clubs.

Working as a nursery assistant is possible while training on the job, but as specified you will need to demonstrate that you have some familiarity with working with young children. While studying for professional childcare qualifications, many aspiring nursery workers take part in apprenticeship training roles, meaning they can earn while they learn. This is quite a common route for nursery assistants who are working to apply for teaching positions with a higher degree of responsibility.

Key Skills to Work in a Nursery

As you will be working with children, there are some skills and qualities you should demonstrate as any type of nursery worker. Below are just a few examples of what employers will be looking for:

  • Being patient, calm and understanding
  • Demonstrating assertiveness where necessary
  • The ability to listen effectively
  • Excellent communication skills
  • Sensitivity to every child's individual needs
  • Good organisational and observational skills
  • Willingness to work with parents, carers and teachers
  • Awareness of safeguarding and child protection
  • An interest in working with children
  • Flexibility within the role

Nursery assistants without a childcare qualification are encouraged to study for an NVQ, diploma or certificate of equivalent value. As stated, if you work as a nursery nurse or assistant, you may be offered the chance to study further.

What Nursery Roles can I Apply for?

Always Flourishing recruits for the following positions:

  • Nursery nurses
  • Early years practitioners
  • Early years teachers
  • Montessori trained nursery teachers
  • Deputy managers
  • Supervisors
  • Room leaders
  • Nursery managers

Why you Need a Nursery Recruitment Agency

We focus on providing nurseries and early years childcare institutions with a very high standard of childcare professionals. We offer nursery job opportunities all across the Thames Valley and Home Counties. We'd highly recommend using nursery recruitment agencies if you're set on growing your career in the education sector.

Register with Always Flourishing today! You can take a look at all available nursery job vacancies as well. We offer positions on a supply, permanent or leadership basis.

Our mission is to put staff and student wellbeing at the heart of our service. Registered candidates will receive complementary added value services, which include professional teaching development courses, interview technique guidance, coaching, career mentoring and teacher wellbeing services.

If you have any further questions, please contact us to see how we can help.

How to Become a Teaching Assistant

  • Category: Miscellaneous

Teaching Assistant Role

Teaching assistants provide learning support to children, both inside and outside the classroom. Teaching assistant roles vary across the sector, and an applicant’s responsibilities can depend on a number of factors, such as the age of the children and the type of school they’re applying for. Considering the role itself has become more frequently sought after by schools since the 2000s, nowadays teaching assistant jobs are considered vital to many establishments across the Thames Valley and surrounding areas.

Teaching Assistant Responsibilities

On a basic level, if you are intent on becoming a teaching assistant, you can expect to:

  • Prepare the classroom for lessons
  • Supervise group activities
  • Clear away equipment and materials once lessons end
  • Provide one-to-one support to children to complete tasks
  • Tending to children who have had accidents or who are in distress
  • Do plenty of administration and planning
  • Help with activities outside the classroom as well

In some schools, there could be specialisms, such as numeracy, literacy or special educational needs (SEN) to bear in mind. Higher Level Teaching Assistants (HLTAs) have additional responsibilities, which can include leading classes under teachers’ directions, plan lessons and work alongside others to support learning activities. There are plenty of routes jobseekers can take to getting started as a TA, and by extension, progressing into a role with added responsibilities and expectations. We’ve outlined many of them here.

assistant-with-students

Teaching Assistant Qualifications

You do not need a degree to become a teaching assistant, with many schools taking on inexperienced or unqualified TAs, providing ‘on-the-job’ training. Every school will have different expectations and requirements for positions they are hiring for. You can usually get a good idea of what is needed for a position by looking at locally advertised jobs.

Most paid teaching assistant roles will require GCSEs in English and Mathematics, or a qualification of equivalent value. Previous qualifications in the following areas can be useful in finding a TA position:

  • Nursery work
  • Youth work
  • Childcare

If you can show employers that you possess the right qualities of being a teacher, they may well take you on. But there are other routes you can take.

Routes to Becoming a Qualified Teaching Assistant

  • On the job training – some will find teaching assistant positions straight away, and then undertake training as a part of their new teaching job. Some schools rely on their in-house training to bring their TAs to handle a diverse range of behavioural challenges and specific learning needs. NVQ qualifications are examples of competence-based qualifications that can be taken if you want to progress beyond entry level (TA1).
  • Distance learning – taking online teaching assistant courses allow you to gain some vital qualifications at home, at your own pace, without having to give up any other commitments.
  • Apprenticeships – becoming a SEN teaching assistant does not require any formal qualifications as such; it’s the same as if you were applying for TA positions in any other sector. However, you can still get into SEN teaching through a teaching assistant advanced apprenticeship, or apprenticeships in childcare or supporting teaching and learning in schools (at either intermediate or advanced levels).
  • College/University – accredited TA qualifications are offered by several colleges and universities, with most of them taking up to 12 months to finish. These often take place during evenings or outside of the average working day.
  • Knowledge-based courses – Level 2 and 3 Awards (you can read more on that here) can be completed before you enter any position. What’s more, you can enhance your knowledge by studying these while you are already working as a teaching assistant.
  • Work Experience – volunteering as a teaching assistant can increase your chances of securing a permanent TA position. You can usually find good work experience options by reaching out to schools, nurseries and colleges directly. However, gaining TA work experience is possible in other educational settings like pupil referral units (PRUs) or informal education settings, where there is no structured curriculum to adhere to.

Teaching Assistant Recruitment Agency

In many ways, working as a TA is one of the most important positions someone can have in a school. Working side by side with teachers in the classroom is arguably as vital as the role of the teacher itself, certainly in terms of creating a supportive learning environment for children. The added support and input from TAs can be a massive help to teachers, who already have a seemingly-never-ending list of responsibilities. In addition to this, becoming a TA is ideal for people who want to get started into working in education, either on a flexible basis or not.

Specialist education recruitment agencies (like us here at Always Flourishing) have a huge amount of inside knowledge about working as teachers, having had real-life experience in the field. Supply teaching agencies can provide insight and information as it pertains to nursery education, primary, secondary and independent education and deliver valuable resources, assistance and guided support to aspiring jobseekers. For example, we have recently written guides about working as a supply teacher and also working in private schools.

We also have access to permanent, supply and leadership positions that may not be directly advertised on standard job websites.

Applicants who have done plenty of research on what to expect as a teaching assistant, while considering all routes of gaining experience and potential qualifications, will be safe in the hands of Always Flourishing. Register now, or get in touch with us if you have any queries.

Benefits of Using a Local Teaching Agency

  • Category: Teaching Tips

What are Education Recruitment Agencies?

Teaching recruitment agencies are important. Although some in the education sector disagree, working with an education recruitment agency can have numerous benefits for both candidates and schools. In many cases, local agencies have been instrumental in placing teachers with the right schools for them, who then go on to have very successful careers working in these schools. At the same time, without the help of an education agency, it’s fair to say that some schools would have struggled to find the perfect candidates if they had avoided using a trusted, reputable agency for their recruitment.

In the past, teaching agencies have been perceived as an unwanted cost to schools, with some of them opting instead to keep the entire recruitment process in-house.

However, schools who are recruiting for teaching roles are facing difficulties, namely that teachers are less likely to stay in positions long-term these days. Recruitment is a full-time role in itself which possesses its own share of hardships, mainly the fact that it’s time-consuming, costly and offers no concrete guarantee of success.

It’s abundantly clear why schools are choosing to outsource their recruitment to teaching agencies nearby instead. They choose to work with agencies that possess the resources, time and experience to find the right staff for the roles the schools are constantly trying to fill. Whether it’s a supply teaching position, a classroom teaching assistant, or even a head teacher vacancy, education recruiters (such as Always Flourishing) are suited to help bring the right candidates to the school, that is also right for them.

We’ve taken the time to outline a few benefits of working with education agencies, to hopefully give you some perspective of how it can help you in the long run.

Why Work with a Recruitment Agency?

    1. Time-Saving - As mentioned above, the hiring process eats up a lot of time. Advertising vacancies, carrying out background safety checks, and arranging references and interviews for (potentially) multiple candidates, all while balancing other responsibilities can prove challenging to co-manage effectively. By working with education recruitment agencies, you are handing over these duties and responsibilities over to a team of experienced professionals who are doing this constantly. Therefore, they know what they are doing. Always Flourishing will handle all the applications, run necessary reference, qualification and safeguarding checks on all candidates. Please refer to our 5-Step Process for more information.
    1. Large Talent Pool - Education agencies such as Always Flourishing have access to plenty of suitable candidates who have already registered looking for a teaching position. Local teaching agencies who cover a broad spectrum of schools in their local area have access to numerous aspiring jobseekers, and it’s just a matter of picking the right ones for the ideal position that will work for them, as much as it will for the school. If a school advertises for the position themselves, they run the risk of missing potentially higher-qualified or more suitable applicants. Working with an agency means schools are covering more bases. The agency will even be able to gauge how a candidate will do in a school before the school speaks to them, meaning that there is less risk of timewasters. This is explained in more detail in the 5-Step Process, mentioned above.
  1. Knowledge, Experience and Relationships - Local education recruitment agencies (with a wealth of experience working in education and recruitment) consistently remain one step ahead. They are aware of the talent that is available, where they are and what they are looking for, while also being clued into schools who are recruiting teachers for specific and sometimes rather unique and diverse roles. Good recruiters know how to get hold of candidates, whether they are passively looking for work or are after a very particular type of role that accommodates an already busy lifestyle. Agencies with a wide network of clients, candidates and associates can connect various people with one another seamlessly if they are knowledgeable of what everyone is after. Agencies can start and establish relationships that might fall by the wayside to in-house recruiters because schools are predominantly focused on recruiting for specific teaching roles, rather than building connections. The quality of connections is always measured and delivered by recruiters, who need to have a proven track record of finding the right candidates for the right positions (and vice versa). Educational recruiters act as partners to schools, acting as scouts of the market, who will bring schools the best talent out of a huge selection, and give them continued support along the way.

Teaching Agency Work

Always Flourishing are proud to provide complementary and added value services to our partner schools. We are committed to supporting our schools and other educational institutions with their teacher recruitment processes.

Always Flourishing are proud of the reputation we have built over the years of putting teacher and professional wellbeing at the epicentre of everything we do. We understand that teachers make all the difference in the workplace and most importantly, to pupils.

We are committed to providing the best support to careers of teachers in our local community. Our mission is to put wellbeing first in all areas of education recruitment.

We recruit for supply, permanent or leadership roles across the whole of the educational sector in Berkshire and the Home Counties. This includes:

If you’re looking for teaching positions in Berkshire or neighbouring counties, register with us today by clicking here.

If you have any more questions, please find our contact details here.

Teaching in Private Schools

  • Category: Miscellaneous
Group of students listening to teacher

Private Schools Explained

Compared to state schools, private schools are not funded by the school’s local authority. In the UK, private school funding comes from tuition fees paid by parents and donors, rather than state schools, which receive subsidies that are distributed from the government. Private schools are any schools that are not financed by the state, including:

  • Independent schools – the terms ‘independent’ and ‘private’ are often used interchangeably. Independent schools are overseen by a board of trustees or governors, while private schools do not necessarily have a governing body.
  • Public schools – this type of school traditionally refers to 7 private boarding schools that were granted independence from the Crown (including Eton College and Westminster School). These days, the term ‘public school’ generally refers to any fee-charging private school for students aged 13 to 18, with most public schools accepting day pupils as well.
  • Prep schools – this school is a fee-charging independent primary school that caters for children up to the age of 13. They prepare pupils for entry into private secondary schools via Common Entrance examinations taken in Year 8.
  • Pre-prep schools – these schools take children up to age 7

There are various private schools catering for all age groups, and the fees vary across the country. There is much to gain from teaching in private schools in the UK. Let’s take a look at how they might benefit you in your search for a new teaching job.

Why Teach in a Private School?

Becoming a teacher in a private school gives you a huge amount of experience of working in diverse school environments, with different traditions and ethos’. Private school jobs are more varied as it pertains to several factors:

  • Class sizes – private school class sizes tend to be smaller than in most state schools. This is a preferred option for many fee-paying parents as they often like the idea of teachers spending more individual time with pupils to assist their learning and development. This is also great for teachers, who can obtain a higher level of control with smaller class sizes.
  • Extra-curricular – if you can demonstrate effective skills and abilities within one or more school extra-curricular activities, it may help with any job application. Offering something beyond the teaching curriculum might be preferable to some schools who value this facet as much as (or more than) the classroom work. That’s not to say this is a must-have, as no hire will be made based on this factor alone. For many it’s the appeal of what’s beyond the classroom that makes teaching in private schools a popular career choice.
  • Working hours and pay – there are no fixed pay scales within the private sector, and private school teachers can expect this to vary between schools. In some cases, pay from private schools might be lower than public schools on average. However, there are other benefits to consider, such as housing allowance or reduced fees for teachers’ children or even subsidised accommodation if you are working in a public school. When comparing the pay and working hours in both private and state schools in the UK, you should not expect too much of a disparity. 
  • Curriculum – private schools do not have to follow the UK national curriculum. While they have this freedom and added flexibility with teaching, these schools are still inspected regularly by the Independent Schools Inspectorate (ISI) to ensure standards are being kept as it pertains to the curriculum.

Benefits of Working in a Private School

Working in private schools is in high demand across the country for multiple reasons. Here are some of them:

  • You have a good opportunity to progress in teaching specialist subjects to a high level.
  • Often, there is a culture of valuing and respecting teachers within a private school.
  • Smaller class sizes allow you to give more attention to individual pupils.
  • Many private and prep schools have a wide range of extra-curricular activities.
  • Many private and independent schools offer an enhanced level of pastoral care.
  • You have more flexibility and freedom within your role, and the school as a whole.
  • There is a strong commitment to continued professional development throughout your teaching career.

Private School Teaching Jobs 

We recruit teachers who are wanting to work in the private sector across the Home Counties. Our team is comprised of highly experienced education recruitment specialists who are committed to find the perfect private school teaching opportunity for every candidate who registers with us.

Always Flourishing are proud to support a huge range of private schools in Berkshire and extending to Oxfordshire, Buckinghamshire, Surrey and Hampshire.

We don’t just work with candidates looking for jobs in private education. We work with schools in the following sectors:

We aim to offer you anything from supply teaching positions to permanent and leadership roles. Upon securing a role with us, we will provide you with a dedicated consultant to support you every step of the way.

If you currently work in a private school, and are looking to fill a vacancy with a reliable and capable candidate, please visit this page. All of our consultants are committed to recommend candidates at all levels of the teaching profession, from supply teaching assistants all the way up to head teachers.

To begin searching for your next role, click here. Or alternatively, give us a call to see how we can help.

Guide for New Teaching Assistants

  • Category: Teaching Tips

Teaching Assistant Role

The role of a teaching assistant (TA) has evolved over the years. Supply teaching assistant agencies are consistently on the lookout for qualified and experienced TAs, and a graduate TA is frequently a position that schools need to fill regularly. It’s an incredibly popular career choice these days.

Teaching assistant jobs will typically be in primary and secondary schools, as well as nurseries and colleges. TAs will support a teacher with general classroom preparation and lessons, and can work with children that require specific additional learning needs.

Responsibilities will depend on the status or level of a TA’s qualifications and experience, as well as the needs of the school they are working in. What does a teaching assistant do? Many of the responsibilities include (but are not limited to):

  • Managing challenging behaviour in the classroom
  • Supporting social and emotional development of pupils
  • Ensuring students stay focused and engaged in learning
  • Providing support outside the classroom, covering absences and invigilating exams
  • Committing to extra-curricular activities
  • Covering off duty periods and providing short-term lesson cover

Teaching Assistant Training

You don’t necessarily need a degree, as some schools will employ many TAs and provide ‘on the job’ training. However, more senior positions will require a certain level of teaching assistant qualifications, as well experience working in a professional education setting. Some of the key teaching assistant skills will be a solid standard of education (most schools stipulate GCSEs of C or above in Maths, English and possibly the sciences too), and the confidence to apply numbers and write the English language.

There are a number of teaching assistant courses that you can complete to enhance your skills and confidence in the classroom. Achieving some of these qualifications can improve your chances of securing a full-time or supply teaching assistant role for the future.

  • Level 2 Award in Support Work in Schools
  • Level 2 TA Certificate
  • Level 2-Level 3 Certificate in Supporting Teaching and Learning in Schools
  • Level 3 TA Diploma
  • Level 3 Award (and Level 3 Diploma) in Supporting Teaching and Learning in Schools

How to Become a Teaching Assistant

There are several routes you can take in becoming a teaching assistant. Many of the aforementioned accredited TA courses are offered at colleges throughout the UK, either full-time or flexibly available during employment. Online courses are available as well, meaning you can get the full experience from your home, at your own pace. As previously mentioned, some schools prefer TAs to undertake training while employed, to deal with additional learning difficulties and behavioural challenges. Keeping up-to-date with curriculum changes, skills progression and new technologies is highly recommended, which are covered in our CPD courses.

Work experience is also a good way to strengthen your chances of securing a permanent role as a TA.

We’ve outlined some valuable tips for TAs, which they will be expected to display consistently inside and outside the classroom:

  • Professionalism in attitude and working with others
  • A positive attitude to working with children
  • Recognition and respect for diversity
  • Commitment to every discussion and lesson, with a strong work ethic
  • Care for students’ physical and emotional wellbeing

Teaching Assistant Agencies

Schools are regularly looking for teaching assistants. Typically speaking, they are seeking TAs who are after full-time work, with some experience. Interestingly, while it’s generally preferable to have QTS (Qualified Teacher Status), recently that has become less of a requirement for more schools over the years.

When schools get in touch with teaching recruitment agencies such as us, they usually make it abundantly clear they trying to recruit a specific type of TA. From our perspective, we receive plenty of TAs (either with QTS or with significant experience) looking for work, and we always recruit the best candidates for schools that are right for them, and vice versa.

The problem is that many of the TAs we strive to recruit for schools aren’t being accepted. This is because the candidates, while having an abundance of professional and valid experience and skills, just aren’t what some schools are looking for. This is becoming an increasingly prevalent issue for every party involved. 

A large reason for the lack of roles filled is that numerous TAs have regular commitments outside the classroom. For one reason or another, this is unavoidable, as the scope of the role is quite broad. Many TAs only have the ability or desire to work part-time, they could be unsure of their career, or perhaps they could be balancing childcare or other requirements that they can’t avoid. Unfortunately, as more vacant full-time roles become available, this gap is only widening. 

This is not to discredit any aspiring TAs wanting to get into work through Always Flourishing. We have an affinity for recruiting those wanting permanent, supply or leadership roles.

In order to maximise your potential as a TA, we recommend getting as much experience as possible for you; in other words, we recommend getting used to working long hours! We recommend working in SEN schools if you can, even on a voluntary basis. This makes a world of difference for you on a personal level as well as giving you the skills and abilities to offer additional support and care for students with additional learning difficulties.

We aim to give TAs a renewed sense of confidence within your teaching career, and a sense of accomplishment after every single lesson you assist with. We want parents and schools to be amazed at your work. Our approach is to create as little stress as possible for you, and make you feel proud of your position as a TA. 

Why wait? Register or give us a call today.

Becoming a Supply Teacher – 5 Key Tips

  • Category: Teaching Tips

photo-teacher-helping-pupil-with-readingBecoming a supply teacher or a supply teaching assistant is a route many full-time teachers take at some point in their careers. It comes with its own share of obstacles, certainly, but in the long run it’s a great way to secure a degree of greater control over your career, while offering more flexibility than most positions in the education sector. 

Supply teaching gives you an opportunity to organise your own work schedule and experience a wider variety of teaching situations and schools. In many cases, supply teacher jobs come with the added benefit of requiring less after-school paperwork and planning. While that might sound appealing to some, there is often a sense of uncertainty for many aspiring teachers willing to jump into any teaching jobs out there.

There are several things you should consider before applying for teaching jobs, whether you are already experienced in education or new to the profession. Supply teaching is no easy task, and despite some of the perks that come with the profession, it still isn’t a decision to be taken lightly.

Here are some key pieces of advice for supply teachers:

1.       Research

This is arguably the most important step to take before you’ve even begun to apply for any supply teaching role. Being thrown in at the deep end is not an ideal situation to be put in, hence why researching all schools and ensuring you have the right skills applicable to any role is vital. There’s a good chance you won’t be able to secure a role at your dream school, so you have to account for all types of opportunities. Identify the right skills you will need for a supply teaching position in a school that will fit your needs, and identifying the levels of potentially challenging behaviour you’ll be able to deal with comfortably. Plan meticulously so you can manage your expectations accordingly.

2.       Be confident

Prospective supply teachers are always expected to show devoted confidence in their abilities, and an evident passion in pursuing a career in education. Confidence needs to shine through when supervising and monitoring pupils’ behaviour, dealing with any immediate issues that arise and handling them appropriately, answering questions, collecting work and giving feedback. If you aren’t confident that supply teaching is the right career path for you, it will show. You need to prove to yourself most of all, as well as other staff and pupils that it is what you want to do.

3.       Be flexible

One other valuable piece of supply teaching advice is to be as flexible as possible. Being a substitute teacher means you can take annual leave as you wish, take time out for other commitments and choose as and when you work, and how often. This is a huge benefit for those with children of their own as it gives them more control over arranging childcare. It helps to have a positive attitude to taking on last-minute positions that become available, as this could increase your chances of more regular work… if that’s what you’re after.

4.       Communicate

This is a general rule of thumb that earns supply teachers large amounts of trust from pupils and other members of staff. Those who can communicate well in lessons is one of the many reasons why several experienced supply teachers go on to have very successful careers in education. One of supply teaching’s many benefits is that teachers get to experience a variety of teaching opportunities, with children of all ages, backgrounds, learning abilities and other staff members from all walks of life. Being a strong communicator will earn you more connections, and being completely transparent about your desire and ambition to teach will help open doors for you professionally, as you get further into your teaching career.

5.       Find the right agency

There are a wide range of supply teaching agencies, but the trick is finding a consultant within an organisation that you trust and find comfortable to work with. A great education agency will not only be able to source you work, but will be wholeheartedly supportive to you as well. This is particularly important for aspiring supply teaching assistants whose desire is to feel reassured and encouraged by an agency who cares for their workers. You can get a better understanding of more suitable education recruitment agencies if they come highly recommended by experienced teachers.

Making best practice of these five keys to supply teaching is recommended in any type of situation you find yourself. Whether you are making your first strides into becoming a teacher, or whether you have many years of teaching behind you, demonstrating the ability to communicate confidently, flexibility, and a willingness to take on any challenge will ensure you are maximising your potential in getting into supply teaching.

Always Flourishing have built a solid reputation of consistent supply teacher recruitment across the Home Counties and Thames Valley. We recruit for a variety of teaching roles and leadership positions on a supply basis, but are not limited to this. We also seek to recruit prospective teachers and support staff in contract and permanent roles as well.

For more information, and should you have any questions, please do not hesitate to get in touch with us via our contact form.

Wellbeing In Education: How To Raise Awareness & Engagement Across Your School

  • Category: Teaching Tips

As an educational organisation focused on raising awareness and improving the wellbeing of those involved in education, it's very disheartening to hear that an estimated one in ten children and young people have a diagnosable mental disorder. Shockingly, that's the equivalent of three pupils in every classroom across the country. (DFE Supporting Mental Health in Schools and Colleges)

A recent Survey by the NUT and YouGov (Teacher Survey on Government Education Policy), stated that 53% of teachers were considering leaving the profession within the next two years. In addition to this alarming metric, 61% of teachers stated the reasons they have considered leaving were down to the volume of workload on top of the 57% percent who outlined that a poor work/life balance was to blame.

In this extensive 3 part blog post, I'll be covering ways in which schools can raise awareness on mental health and positive well-being, how they can offer preventative support and effective ways to engage and involve parents and families.

Part 1: Raising Awareness And Delivering Information (Published 27th November 2017)

Raising Awareness And Delivering Information

The understanding of mental health and where individuals can go for support is essential in eradicating stigmas and ensuring that mental health stops being a taboo subject. It's unsurprising that there are a number of unflattering and misinformed stereotypes surrounding people with mental health issues and these negative and one-sided attitudes need to change.

Both teachers and schools have a tremendous responsibility to positively raise awareness for mental health and wellbeing in education as well as ensuring parents and guardians are fully involved.

Mental Health Trackers

Understanding your emotions and knowing your triggers can be incredibly powerful in improving yourself or your students understanding of positive wellbeing and how it can be maintained and managed. There are so many trackers out there designed to identify aspects of mental health such as 'Your Year According to Your Moods', sleeping patterns and even analysing and looking at patterns between your habits and your emotional state.

In addition to Mental Health trackers, there are a number of popular logs and mindfulness reminders people can replicate. For example, both students and teachers can have a journal filled with prompts relating to mindfulness techniques such as self-reflection, and self – care.

Should you or your students seek some ideas for their own mental health and self-care trackers, check out 21 Genius Ways To Track Your Mental Health by Anna Borges on Buzzfeed.

Awareness And Support Boards

Classroom Bulletin Display Board - We Got This Wednesday

@miss5th/ Via instagram.com

Eye-catching and informative display boards in classrooms, corridors or the staffroom is a sure fire way to keep students and staff members up to date with tips, advice and places to go in regards to improving and maintaining their wellbeing.

This idea could be transformed into a vibrant and engaging lesson, where you allow your pupils to take ownership of the displays it by and ask them to research key information sources to include and what the final design is going to be in order to produce a meaningful resource.

An alternative for this is using display boards to inspire students to share messages of support and encouragement to individuals to give them a positive boost.

Should you be stuck for ideas for a good awareness board, check sites such as Pinterest for some fantastic gems of inspiration.

Awareness Days/Weeks

The vast majority of Primary and Secondary schools have awareness days or even weeks for popular organisations or events such as Children In Need, Red Nose Day, Sports Week and Arts Week. Encourage your school to plan an awareness day or week based on any key dates and events in the mental health awareness calendar.

February - Time to Talk Day, Eating Disorders Awareness Week, Children's Mental Health Week

March - University Mental Health Day, World Bipolar Day

April- Stress Awareness Month

May- Mental Health Awareness Week

September - World Suicide Prevention Day

October - World Mental Health Day

November - National Stress Awareness Day, Anti-bullying week

Educational Videos

BBC Education Video

Whilst staff training, new resources and guest speakers are hugely effective at raising awareness and accurately informing individuals of good mental health and wellbeing, schools with limited funding simply can't afford to utilise them as regularly as they would like to. With that in mind, online videos are not only a cost-effective but powerful way of engaging and educating individuals within schools.

Just recently, the BBC launched a series of animated videos aimed at Primary Teachers as a resource to be used when on the subject of mental health. In addition to this, there are a number of brilliant videos available on sites such as YouTube and specialist mindfulness and wellbeing sites.

Assemblies

Assemblies are crucial in promoting a positive and accepting school culture, as well as being an important way to share information surrounding mental health. Assemblies offer many opportunities to encourage an open environment for staff and students to talk about mental health. Some popular topics for school assemblies in relation to mental health and wellbeing can include, bullying, coping with stress and mindfulness. Guest speakers from external organisations such as charities such as Mind, and Place2Be and are another great option for an assembly.

Lesson Resources

 Students undertaking an engaging lesson

The DFE research undertaken in its recent Survey shows that structured learning sessions make a positive impact on children and can easily be incorporated into regular time times or PSHE lessons.

The PSHE association have recently created a number of lesson plans, in collaboration with the Department of Education (View lesson plans here). There are lesson plans for students in KS1 all the way up to KS4 which ensure that teachers address an array of common mental health issues in young people, promote wellbeing and resilience from an early stage and make certain that teaching is appropriate to the age and maturity of pupils.

An LA maintained Secondary school who took part in the recent DFE survey had upper year students write a school and parent newsletter every fortnight, as well as organising events such as Mindfulness Week.

Who Else Wants Their Students Actively Revising For Exams And Fully Benefiting From It?

  • Category: Teaching Tips

Revision. For students, it's a laborious period spent with multiple highlighters and an avalanche of books and worksheets. Most students really struggle to immerse themselves in a good revision period and they show a real disliking to undertaking it even though the benefits are so important to their exam results. Getting a student to properly revise is by no means an easy challenge for any teacher so how do teachers get their student's engaged with revision and how can teachers enable students to fully benefit from the time they spend revising?

4 Strategies For Teaching Students How To Revise

4 Strategies For Teaching Students How To Revise

Photo credit: Romer Jed Medina via Flickr (CC BY-SA 2.0)

One of the first hurdles student face whilst revising is the fact that they simply don’t know what strategy works for them and how they can best apply it. Rebecca Alber brilliantly outlines 4 excellent revision strategies that have students enthusiastically engaged in their revision compared to feeling unwilling and unmotivated to even attempt it.

The Revision Power Hour

The Revision Power Hour

One of the biggest challenges students and teachers face with revision is the time it takes for to memorise content, improve exam technique and obtain high-quality feedback. With this in mind, teachers should encourage students to undertake a Revision Power Hours which combines all of the above making it a powerful revision strategy.

Supporting Learning Through Effective Revision Techniques

3. Supporting Learning Through Effective Revision Techniques

So many teachers encourage students to summarise texts, highlight key information and continuous re-reading. If that works for some students then, by all means, let them stick with that. However, what other effective strategies are there? Shaun Allison outlines some exceedingly effective tactics that he has tried with his year 11 students.

How To Teach Revision

How To Teach Revision

As always, The Guardian Teacher Network offers fantastic pieces of actionable advice and in this blog, their pool of education specialists discuss their top tactics for teaching effective student revision.

Creative Revision

Creative Revision

Good revision requires good resources and TeachIt has a number of innovative, eccentric and unique revision aids to help students revise.

Top 10 Revision Apps For Students

Top 10 Revision Apps For Students-min

Near enough everything in the world right now is online or mobile orientated especially with current pupils. From creating interactive mind maps, flashcards and even creating SMS stories, you can truly take revision into the digital age.

Five Ways To Bring Revision Alive

Bring Revision Alive

Ask any student if they would willingly revise. We can guarantee that the answer will be a pretty solid no. With that being said, Dean Jones from Firth Park Academy has identified a need to bring new life and a fun edge to revision which he outlines in this post.

Revision Technique Ideas

Revision Technique Ideas

Rachel Hawke is quite right when she says 'I find that it gets difficult to think of new and engaging ideas as the lessons continue and students learn in different ways'. With this in mind, Rachel has put together an interesting article on the new revision techniques she uses with her students.

Five Proven Hacks To Help Students Tackle Revision

Five Proven Hacks To Help Students Tackle Revision

We'd love to hear your suggestions on how you get your student's revising so do let us know in the comments or by getting in touch with us on Facebook, Twitter and Linkedin.

How To Survive Your NQT Year Like These Education Experts

  • Category: Teaching Tips

For many teachers, they'll have stepped back into familiar territory by returning the classroom after a fantastic summer holidays. However, they'll be a number of Newly Qualified Teachers undertaking their first role. It's both an incredibly exciting and daunting time for NQT's which is why we've scoured the web to find some absolutely amazing articles full of inspiration and advice so NQT's can hit the ground running!

The Key To A Successful NQT Year

The Key To A Successful NQT Year - Copy

Adam Speight is an award winning teacher as well as a highly successful Head of Department. In this thought-provoking article posted on Innovate My School, Adam outlines a number of highly effective and actionable strategies that can ensure NQT's every bit of success in their year.

100 Tips For NQT's

Teachers Classroom

Teacher, Writer and Presenter, Sue Cowley set herself the challenge of tweeting 100 NQT Tips before her latest release. If you're ever seeking inspiration, this is most definitely your go to post for short and easy to digest pieces of advice.

NQT Special: How to protect your wellbeing

Wellbeing In Education

Teaching is by no means an easy profession which is why we encourage educators to really focus on their wellbeing. The Education Support Partnership is a charity that solely focuses on offering support to education specialists. This article outlines a number of tips especially for NQT's as to how they can maintain their mental health and mindfulness.

Some Quick Tips for NQTs and Trainees

Quick Tips and Ideas

If you are seeking a little bit of inspiration for effective classroom strategies, preparation tips and how to deal with all aspects of behaviour, make use of all the expert tips in this useful post from Teaching Battleground.

Life as an NQT: 10 survival tips from those who've lived to tell the tale

Teaching Tips - Copy

It's always a great idea to take on board the advice of people who have been in the same boat as yourself. With tips on time management, effective planning as well as how to cope in common situations, four fantastic teachers share their tactics on surviving as an NQT.

How To Seamlessly Transition Into A School Leadership Role

  • Category: Teaching Tips

Making The Jump From One Leadership Role To The Next As we approach the end of the academic year, many of you will be thinking about new roles that you will be taking up in September. Many of those roles will have a noticeable increase in leadership responsibility. Whilst a natural transition for some, stepping up to leadership can be underestimated in its complexity and often support provided can be insufficient or ineffective. It is claimed that nearly half of transitioning leaders underperform in the first 18 months.

Whether your next teaching role is your first foray into education leadership, or if you have undertaken a fresh new career change in a new environment, make use of my 5 tips for successful job transitions to help you to hit the ground running straight away.

1. Reflect On Your Current Role

Depending on your own circumstances, the choice to leave your last teaching job may have been either an easy decision or a hard decision. Whatever your reasons for leaving, it will be helpful to reflect on your own practice as an educator in order for you make the best possible impact in your new position.

Educators are natural reflective practitioners, so I recommend that you to take the time to evaluate your successes in your current teaching role, recognise and appreciate what you have achieved through the experiences and opportunities that your role has brought. Doing so will help you to gain a full understanding of the skills and strategies you have developed and help you to identify which are most useful to you moving forward.

In addition to this, it's equally as important to determine what you might need to develop further. There is a well-quoted phrase that 'what got you here will not get you there' which highlights the need to develop the skills and strengths that will be needed for success in your new role. Take into consideration areas of your pedagogy and leadership skills needed in your new role and identify 3 skills and strengths to work on through your transition.

A firm understanding of yourself as an educator sets you in a very good frame of mind for when you undertake a new leadership position. So make this your first priority when you transition from one job to the next.

2. Celebrate Leaving

A leaving do may not be every teacher's cup of tea, but they serve an important psychological function in helping us to let go of the past and to move forward. Saying goodbye to talented and trusted colleagues acknowledges the ending of a positive phase of your career and helps you to bring a role formally to a close. It enables a celebration of your achievements that have allowed you to move to a new role, encourages acknowledgement of what you will miss and focuses you to think about what were the best parts of it, and yourself, that you want to take with you into your new role. In short, it prepares you for the change and transition that lies ahead and helps develop the resilience, confidence and self-belief that you will need to create the impact that you will be hoping for.

3. Plan and Prepare For Your First Term

Every teacher will tell you, that quality planning leads to a high standard of performance. To hit the ground running early, I urge you develop a plan for your first term in your new position. To start with, learn as much as possible about your new school. You will no doubt be aware of your school's vision and developments plans from your interview process, now is the time to revisit the commitments you made and to begin to plan how you might go about achieving these. Some research and familiarisation with operation details such as staffing structures, policies and latest outcomes and achievements could help with your thoughts and should influence your aspirations for your plan for your first term.

Once your initial research on the school is complete, it's important that you gain a full understanding of your job role. Make sure that you're fully aware of your priorities, responsibilities as well as the possible challenges you could face and how best to tackle them.

By planning for your first term you'll be able to identify some easily achievable positive impact to help you secure early wins and build trust and respect from your new colleagues.

4. Focus and Forge New Relationships

A new role will involve a myriad of new people who will be crucial to the school's success as well as your own, so it's very important to identify the key people in your new role and build strong relationships with them. Building these strong relationships will lead to your stakeholders being fully engaged and immersed in your vision, making your job as a school leader enjoyable and progressive.

As a new Head Teacher, these will include your leadership team, governors (especially the chair) and your PA. For other leadership roles focus on your leadership peer group and your team of staff.

5. Keep Your Balance and Maintain Your Wellbeing

Leading a school, a subject or a year group is an incredible privilege especially when you have a direct influence on the lives and education of students and staff. But, with this responsibility comes a great deal of demanding work and it's important that teachers maintain their work-life balance, physical and mental health as well as how other people around them can be of support. Don't be too hard on yourself in these early days especially if you have taken on a challenging situation.

To improve your wellbeing, take into consideration your own levels of physical activity, how often you spend time relaxing and enjoying a moment of solitude. There's a number of fantastic wellbeing resources available such as The Wellbeing Action Plan, so do ensure that you are taking into consideration how your role may have an effect on yourself and what you can do to manage it.

 

Lorraine Couves is a Performance Consultant, Project Manager and Change Lead who enjoys facilitating ideas generation, problem-solving and organisational development. With over 15 years' experience of educational organisations, she has helped to drive strategic change leading to improvement in outcomes, Ofsted judgements and in financial sustainability.

5 Unique Sporting Activities To Attempt For National School Sports Week

  • Category: Lesson Ideas

National School Sports Week, is a huge celebration of sport and PE in schools and takes place on the 26th to the 30th June. Created and organised by the Youth Sport Trust, National School Sports Week aims to promote student's health and fitness but more importantly, it encourages teamwork, communication and a great sense of fun.

If you haven't got any activities planned for National School Sports Week, we've compiled some of the most unique and exciting PE plans for you!

Take a look at our suggestions below!

The Coordination Course

Cone Hurdles

Coordination is key to success in any physical activity. With this lesson plan, students are able to develop and expand their Coordination through means of a stimulating obstacle course. Whether it's walking through a series of cones in a Zig-Zag pattern or shooting a basketball 5 times, students can take the utmost pleasure in this challenging but amusing lesson.

Bark Ball

Tennis Bark Ball

Bark Ball may sound like it has something to do with Animals but that's far from the case. Bark Ball is an interesting variant on the bat and ball games such as rounders and baseball as well as popular chase and flee games. Be sure to check out the fill list of instructions and the game structure from teachingideas.co.uk

The Quidditch Lesson Plan

Harry Potter Quidditch

Grab your Nimbus 2000's and your Firebolts, hit the Bludgers and catch the Golden Snitch in this fun and exciting PE game. If you or your students are avid Harry Potter fans, then this is the lesson you have been waiting for! This amusing activity aims to improve on students chasing and fleeing skills in a game that is similar to the one played in the wizarding world. This plan comes with a full list of equipment needed as well as some brilliant variations that will make the game even more engaging.

Free Running and Parkour Plan

Free Running.Parkour

Free Running and Parkour have become extremely popular in recent years with many adventurous and brave individuals undertaking extreme stunts and aerials. However, I highly doubt it would be a wise idea to encourage the attempt of these jaw-dropping feats in a classroom environment. The Free Running and Parkour plan aims to introduce safer but enjoyable Parkour moves such as vaults and rolls. Taking into consideration school equipment and resources, this sports lesson has a range of activities for outdoor and indoor lessons.

Physical Fitness Koosh Game

Koosh Ball

Sports games do not have to always take place outside. SMART Exchange have created an interesting sporting activity for Smart Board users that integrates exercise with trivia. Students take it in turns to throw a softball, bean bag, or koosh ball at the circled targets to open up a trivia question or exercise. This is a great alternative for outdoor lessons especially when there's a class of restless student and it's a wet play.

We hope you get involved with National Schools Sports Week and we would love to hear if you've tried any of our recommendations with your class. Do let us know by leaving a comment or by messaging us on Facebook, Twitter or Linkedin.

My Thoughts On Every Kid Needs A Champion

  • Category: Miscellaneous

You may have seen or heard the current stereotypes surrounding teachers in the media. For example, they teach for the long holidays, and they do not have to like the children in their care. These unflattering and over exaggerated thoughts couldn't be further from the truth. As a teacher myself, we go into the profession brimming with passion and a deep desire to make a difference to the education of impressionable young individuals.

This ideology led me to stumble upon Rita Pierson's highly inspirational Ted Talk 'Every Kid Needs A Champion'.

Rita's TED Talk is rooted in her extensive experience teaching underprivileged children but it's seasoned with her abundance of energy and humour making it such an engaging and powerful video to watch and learn from!

Rita's humorous speech focuses on the sheer importance and often under-valued, need to build lasting relationships with the children in your care. As a former teacher myself, I wholeheartedly agree with her viewpoints and I feel that in an increasingly results-driven, policy ruled world, education is losing the importance of making the classroom environment a place where children are happy and feel supported, no matter what their abilities are.

As many of us will have experienced in observations concerning the "learning environment", we seem to be wholly graded on displays and not on the true nature of what "learning environment" means. Rita's ideology on how to enforce positivity in any circumstance is a welcome change to the current circumstances of education and her simple tactics on this are something I would include in my own pedagogy.

Her talk re-affirmed my central educational beliefs and it was a delight to watch and listen to someone so enthusiastic and inspiring.

I was also rather saddened to learn that Rita, unfortunately, passed away in 2013. However, her perspective on the true value of education and relationship building is such a fantastic legacy to leave behind, along with the many students she inspired from the many wonderful years she spent in the classroom.

Her sensational Ted Talk is something I would recommend every teacher watch!

We'd love to hear your thoughts on Rita's Ted Talk so do let us know in the comments or by getting in touch with us on Facebook, Twitter and Linkedin.

The Best EdTech Apps We Insist You Use In Your Classroom!

  • Category: Teaching Tips

Integrating Edtech in your lessons can have a wealth of benefits as well as making vast improvement to yourself and your student's wellbeing.

If you've been following our series of blogs, you'll know we already have some Top Tips on Improving Teacher Wellbeing.

From capturing evidence for assignments, to delivering detailed feedback and encouraging student, teacher and parent collaboration, the inclusion of Edtech is something that we highly recommend.

But where do you begin when you wish to use Edtech in your classes?

What are the best apps for teachers available?

Scroll down to view the best Edtech apps that we insist you try with your students!

 1. Kahoot!

Kahoot

Image courtesy of getkahoot.com

Kahoot is a games based learning platform that allows teachers to utilise a whole range of subject related quizzes. Students are rewarded points based upon the selection of the right answer and how fast they were able to click it. Teachers are able to create their own quizzes based upon their own lessons, making it a fantastically fun way to test student's subject knowledge. When using Kahoot to create quizzes, you can even embed images and YouTube videos to improve the retention of student knowledge.

Cost: FREE

2. Class Dojo

ClassDojo

Image courtesy of classdojo.com

If you want to reinforce positive behaviour and improve your Classroom Management strategy, we urge you to try Class Dojo. Class Dojo is an app where you can reward and deduct points for positive or negative behaviour exhibited by your students – No more will you have to put checkmarks or tallies on a board!

This highly popular Edtech app comes with its own set of behaviours such as Homework entry, contest winner etc. But, you can create your own depending on your class or whole school policy. In addition to this, other amazingly useful features include; Trendspotter (which enables teachers to see patterns in positive or negative behaviour), and private messaging between parents and teachers without the need for each other's numbers.

Cost: FREE

3. Book Creator

Bookcreator

Image courtesy of bookcreator.com

Have you ever wanted to create your own online books and resources for your colleagues or students? Now you can with the ever popular app Book Creator. This award winning app enables teachers to easily create their own books and resources with textual, image, and audio elements making this a highly desirable teaching and learning tool for teachers to utilise.

Cost: £4.99

4. Padlet

Padlet

Image courtesy of padlet.com

Padlet is an online and device based application that works in a similar manner to Pinterest where you can pin ideas, videos and documents. Padlet can be utilised by teachers to encourage student research or creating mood boards or uploading evidence in relation to a subject based topic.

Cost: FREE

5. Plickers

Plickers

Image courtesy of plickers.com

Collecting data for formative assessments is often a rather demanding task which is why we feel that Plickers is an ideal option for time stretched teachers. Plickers collects formative data in real time without the need for any device from your students. This highly praised app assigns students to a barcode which can be printed. Students then raise their cards to answer a question or give feedback whilst the app, which is downloaded on a mobile or table device, scans the room and records the results instantly.

Cost: FREE including the cards! 

6. Seesaw

Seesaw

Image courtesy of web.seesaw.me

Seesaw is one of the best Edtech apps for teachers and students and we cannot recommend it enough. The app is a student driven portfolio where they can directly document what they have learnt in classes using photos, videos, drawings, text, PDFs, and links. Teachers can easily give feedback to students and other designated class educators.

In addition to this, parents have their own version of the app where they can see their children's work and leave comments for their children and their teachers to read thus strengthening the relationship between all individuals involved.

Cost: FREE to download but Seesaw offers a variety of bespoke pricing packages for schools depending on the number of student

7. Educade

Educade

Image courtesy of educade.org

Educade is one of the new learning resource apps available however it does already have a significant number of free lesson plans. Teachers are able to make use of this resource by selecting lessons in accordance with student's grades and age as well as being able to upload and create your own resources. Lessons come with their own step by step instructions, a list of resources and reviews from other teachers.

Cost: FREE

8. Notability

Notability

Image courtesy of GingerLabs.com

Students can often find note taking a difficult and sometimes boring task. By using Notability, students are able to easily combine handwriting, photos and typing to easily capture their thoughts and learning processes. One of the bonuses of Notability is that you can easily edit and annotate PDF documents making it ideal for students who are looking to make notes on learning resources.

Cost: FREE

9. Screencast-O-Matic

Screencast O Matic

Image courtesy of screencast-o-matic.com

If you wish to record tutorials for your class or if you wish to capture evidence of your students learning and understanding, we feel that Screencast-O-Matic is the ideal app for you. This online application records your screen making it easier than ever for yourself to showcase your knowledge to your students. Teachers who have used Screencast-O-Matic have used the tool for delivering student feedback through visual recording or audio as well as encouraging students to showcase their work and discuss their though processes.

Cost: FREE

10. Google Classroom

Google Classroom

Logo's courtesy of Google and Google Classroom.

Google classroom is one of the leading multi-device education suites available. Teachers can benefit from a range of highly desirable features such as the option to collaboratively teach courses with other educators, create class assignments at the click of a button, encourage classroom discussion and the ability to offer real time feedback. Another really great advantage of using Google Classroom is that teachers can set differentiated learning activities for individual students.

For further ideas on how you can utilise differentiated learning activities in your classes, do view our guest blog on this topic from Neil Martin.

Cost: FREE for schools using Google Apps for Education.

So, that's all the Edtech apps we have for now. We hope this inspires you to try some of our suggestions in your class so do let us know if you've had any success in doing so by leaving us a comment below!

Our Top Teaching Articles For This Week - 24th April 2017

  • Category: Teaching Tips

We are completely blown away by the sheer number of education resources an teaching articles shared online and on social media.  We are so excited to share these top teaching blogs and articles that we have come across this week!

Teachers On Twitter

Logging In To Twitter On A Mobile Phone

Twitter is by far one of our favourite social networks, especially since we find many inspirational teachers and educators sharing resources, blog articles and examples of work. Erin Miller enthusiastically outlines the benefits of using Twitter as a source of inspiration and ideas and we can wholeheartedly agree with every suggestion. From using hashtags to find other likeminded individuals to making the most of reading education blogs, Erin covers all ground on how you can be a successful teacher on Twitter and we urge all of you to sign yourself up!

If you are already on Twitter or looking to join, make sure you follow us @AFlourishing!

6 Things To Get Right In Every School

TeacherHead 6 Things To Get Right In Every School

This intriguing article came up on our Twitter feed (again another reason to join!) and upon reading, I was completely immersed in the fantastic viewpoints from Tom Sherrington. Tom Sherrington is an experienced school leader and in this article, he outlines what every school needs in order to be a success.

From some great suggestions on effective staff development to resources on effective behaviour management, Tom covers a whole range of topics by his own admission are by no means the only six or necessarily the most important. But, they are all areas that it ought to be possible to plan for, taking account of research evidence and examples of effective practice across the system.

Don't Be A Perfectionist Or Else You'll Never Get Anything Done, EVER

Scott Bradlee Perfectionism

Even though this article does not come from the education sector, it is filled with so many fantastic gems of advice and guidance that will be of benefit to any teacher. Written by Scott Bradlee, the creator of the internet sensation that is Postmodern Jukebox, this terrific blog details Scott's own dealings with perfectionism and how individuals can sway from trying to maintain an idealised image of themselves and their work which can prevent them from achieving their goals.

With a vast number of articles stating that teachers are being unnecessarily hard on themselves (Finding A New Kind Of Perfect – Education Support Partnership), Scott's intelligence on the subject is a refreshing source of inspiration that will encourage teachers to break free from this occasional hindrance of a habit and to be bold enough to explore new ideas and ways of thinking.

DIY Environmental Classroom Activities

School Compost Heap with Compost Bins

Environment and Climate change has been at the forefront of many political discussions for a vast duration of time. Educate your students with these fantastic suggestions from TeachHub on how you can familiarise your students with the eco-system and how they can protect and preserve it. Many of the activities listed in this blog such as Composting, oil spill clean-up and the window garden can be taught in accordance to subjects within the National curriculum in particular Science and Food Technology.

Have you read an article that you feel should be included in our next article roundup? Let us know by getting in touch with us on Facebook, Twitter or Linkedin!

Back To School For Always Flourishing In Aid Of Comic Relief!

  • Category: Always Flourishing Office News

The 24th March marks the ever popular and ever humours Red Nose Day and to bring an additional element of fun to the office, the Always Flourishing team dressed up as school children!

Always Flourishing Red Nose Day Group Picture

The Always Flourishing employees donned their ties, shirts, skirts and the all-important Red Noses to bring the spirit of the school playground to the office.

If you've enjoyed seeing us be silly for charity, please head to the Comic Relief page and donate to a really great cause! Or you can text "HELP" to 70703 to donate £3.

Full text codes available on the Comic Relief website.

The Schools and Teachers Leading On Wellbeing

  • Category: Teaching Tips

As a forward-thinking teaching agency within the Home Counties, we put wellbeing at the heart of everything we do. However, who are the education professionals leading on teacher wellbeing? How are they making a difference to the happiness and health of other teachers and teaching assistants?

In this blog, we take a look at some of the top teachers across the country and how they have been able to maximise the well-being of their school staff members and students.

Caseby's Casebook – The Workable Wellbeing Series

Vice Principal at an Oxford all through school. Roger Caseby has a strong interest on the link between teacher wellbeing and student outcomes. He's published a trio of blogs on how he implements wellbeing and positive mental health to his team of teachers.

1. Free tea & coffee in our staff room.

Tea and CoffeeThis is essential really, I feel it makes breaks a proper break and it's the fuel that keeps staff going in between! I've worked in schools where staff pay into a kitty for tea & coffee – it's a lot of effort for a very small sum in terms of a school budget and usually a nightmare for the colleague who has to get everyone to cough up. Chocolate biscuits also help at high pressure times and several colleagues share cake on their birthdays.

2. Considering the impact of new policies on staff wellbeing.

Change seems to be the one contestant in schools. As we plan and implement new policies and procedures it's important to consider their impact on workload and wellbeing. I have described this in more detail here.

3. Thank yous.

It only takes a moment to say thank you, but in a busy day doing so can easily slip, whether acknowledging an email response, on paper or in person. It's well worth getting into the habit of thanking people in even the routine tasks like a request for photocopying to reprographics. Use key points in the year such as the end of terms to voice appreciation or drop people a note.

Performance management reviews are also an opportunity to thank colleagues for their contribution over the past year. At our Performance Development (we don't call it appraisal) day this year, we picked up on the idea from Cheney school, Oxford, and started a staff Thank You board where anyone can post thank you's to colleagues.

The full blog 'Workable Wellbeing' can be read here.
Workable Wellbeing 2 can be read here.
Workable Wellbeing 3 can be read here.

The Musings Of A Teaching Enthusiast

With marking, assessments and planning burning a hole in many a teacher's weekly schedule, arguably the most important part of their career centres on wellbeing. Every teacher will find challenging obstacles in their quest for a positive state of wellbeing, but I am hoping to offer some tips and ideas to help get us through the dark times and remind everyone that teaching is a fantastic career.

Start the day on a positive note

A good start to the day will help create a positive frame of mind for the challenges ahead. Why not allow yourself five or ten minutes to speak to a colleague about an interest outside of work, or sit with the children at Breakfast Club and discuss what they did the evening before. Take your mind off the day ahead for a few moments to allow breathing space before your focus is diluted to your class.

Add something new to your lessons

I challenge you to add a new idea or activity to each of your lessons. Try something new that you would not normally teach to help keep not only the children but also yourself engaged. Why not end a measuring lesson with a long jump competition? Or play battleships when teaching co-ordinates.

Access all of these wellbeing tips here.

Exeter Head

Wellbeing has deliberately been put at the centre of our School Improvement Plan. We want to be held to account for getting this right.

Our feedback policy has been revised, with the aims of reducing the time spent marking while giving children better guidance about what they need to do to improve their work. Maths feedback is now all verbal (apart from ticks and crosses showing right or wrong answers). Teachers now have more time to think about what children are really struggling with and to decide what are the best things they can do to help them, instead of writing long comments in their books and battling with the children to get them to act on them – or even read them.

Sports and ExerciseMarking of writing will now focus on how children can improve the piece of work they have just finished rather than identifying 'next steps'. Again, lots of this feedback is verbal. This should make sure the children really understand what they are being asked to do, and that they remain motivated by not being repeatedly told how their work could be better in the future.

Our PPA arrangements have changed so that teachers now have a full day every fortnight in their year teams. We have also kept our planning days – each half term year teams have a day together to plan the next half term's work. This means that teachers have four full days together every 6/7 weeks. The cost of this takes a significant part of our school improvement budget, but it is worth every penny to see the inspirational ideas the teachers come up with to deliver the curriculum.

Staff are challenging each other to take part in some form of activity outside school, and then celebrating this. September is exercise – staff are sharing their exploits on a board in the staffroom, showing how far they have run, walked, cycled or swum. People have set their own targets, and there is lots of encouragement and interest in what each other are doing. We have plans for October – possibly a bake off – and will try something new every month.

Read the full scope of Exter Head's wellbeing focus click here.

Mr W5

Teaching is tough: balancing the needs of individuals and the whole class, meeting the curriculum objectives, preparing for end of Key Stage tests, dealing with parents, carers and the demands of those running the school is an endless task. We are very good at looking after the wellbeing of pupils but rarely make time for ourselves; we need to model wellbeing and self-care to our pupils!

How?

  • 'Control the controllables' – focus on the things that you can affect.
  • Instead of trying harder, work smarter – try something different
  • Notice energisers and drainers – Think about which of your colleagues you need to spend most time around. Who brightens your day? Who inspires you and gives you new ideas? Who are the 'mood hoovers'? Who dampens your spirits?
  • Spend time with family, friends and loved ones.
  • Get outdoors – run, walk, sit and take in the beauty around you.
  • Allow yourself some 'you time' to indulge in that little guilty pleasure – watch trashy TV, read, bake, dance, sing. Be you!!
  • Be positive – make a conscious effort to see the good in every situation. There is something positive in everyday!
  • Learn to say no – sometimes you just don't need any more plates to spin!

Remember if everything gets too much, you must speak to someone!

The senior leaders in your school are there to support you and they will! If you feel that you can't speak to someone at school try your family and friends – they love you, they want you to be well – they will support you! If you feel that you need something more, speak to a medical professional!

Finally...remember how important and inspiring you are to every child in your care.

Teachers change lives but can only do so if they are fit, healthy and positive!

Discover more of Mr W's tips on wellbeing here. 

If you know of any other great teachers and educators actively encouraging positive wellbeing, let us know in the comments below! 

Flourishing In The Face Of Adversity!

  • Category: Always Flourishing Office News

Recent events at the Always Flourishing office have made the phrases “Keep Calm and Carry On” and “Accentuate The Positive” take on a new resonance…. But, true to our name we were 'Flourishing’. 

Another Water Damaged Picture Of The Always Flourishing Office

It was on a normal Monday morning when we discovered to our surprise that the Always Flourishing office had been completely flooded causing a fair bit of damage because a seemingly innocent tap from the office above had split in two!

Those who came into work that morning were quickly relocated to our Director Andy’s house and those who were on their way, were told to retreat and form what we called the Home Front. The war references abound as we certainly felt a bit of ‘blitz spirit’ as we tried to keep ‘business as usual’ in these unexpectedly challenging circumstances.

However, we would like to apologise to any of our highly valued customers and candidates who may have tried to contact us via the company number when our phone lines were down. Although, we were soon able to have our company number diverted and in no time at all, we were able to take and receive calls. With all of us scattered across various areas in Berkshire, we wouldn’t be swayed in supporting both quality teachers and the many schools we actively support in The Home Counties.

The Water Damaged Always Flourishing Office

On Day 2, the Always Flourishing team were temporarily housed in a serviced office for 1 day before making our new home at Merlin House in Theale the next day. All of us here are absolutely thrilled with our temporary office, and it should be a hit with our teachers as It is adjacent to Theale train station, has a spacious parking facility as well as a very popular canteen!

We’ll be at Merlin house for a few months and whilst we greatly miss our office in Pangbourne, we’re going to make the most of our time in Theale and continue to do our upmost best in supporting our schools and our teachers.

It’s been one very hectic and challenging journey but even in the face of adversity we are 'Always Flourishing!’

Statement from Director Vicky Nyssen,

I am so proud of how the Always Flourishing team rallied through this unexpected challenge and apologise to anybody who wasn’t able to get hold of us last Monday. However, we now fit for business in our temporary home and look forward to welcoming you to our new home.

Stories Straight From The Classroom

  • Category: Miscellaneous

To mark the end of National Story Telling Week, we asked a whole range of teachers and education professionals on what their most heartwarming, amusing and inspiring stories they have to tell. 

 

I had a student last year who would always walk into my classroom in the funniest way possible. He always brightened my morning. His face would always be beaming as I waited to see what creative way he invented to enter the room that day, making his performance all the more fun to watch. - Doug James

Triangle Maths EquipmentI was working with a bright seventh-grader on his take-home geometry work. One question asked for the perimeter of a diagrammed triangle, but only two sides of the triangle were labelled. He had no idea how to answer the question. It happened to be a right triangle, so I told him that while I was absolutely positive it wasn't the method his teacher intended him to use I could show him a way to find the missing side. We spent half an hour on the Pythagoras Theorem and he loved it. The next time I saw him I asked how he'd done. The teacher had given him full marks but was bewildered that my student had used an algebraic theorem to solve a simple addition problem. (They hadn't even covered exponents yet.) Apparently the class was supposed to find the length of the missing side of the triangle by... literally measuring it with a ruler. The student and I agreed our way was better. - Reddit User

 

Years ago, when I taught 5th and 6th grade, a girl came to me after Christmas with her brand new Sponge Bob watch on her wrist. "Miss," she said. "I think my watch is broken." She held out her wrist. "It says '8 S L'" "Here, sweetie," I responded as I unbuckled the buckle. "Let's put that on right-side up for you." - Jennelle Zarn

 

I taught English at a high school in Spain last year. We did a geography exercise where I would pronounce the English version of a country or body of water's name, and they would repeat it in unison. I came a across the Aegeon Sea, and I had no idea how to pronounce it. In my flustered confusion I tried, and said "AY-jeein sea... I think," and without hesitation everyone repeated "Aegean-Sea-I-Think." I lost it, and to this day I'm pretty sure they still don't know why. - Reddit User

 

Teacher and StudentOne of the most memorable inspiring stories I have to tell about one of my students was seeing them go from being a complete mute at the beginning of the year to a confident individual by the end of the year. It took a lot of motivation and grit and salt determination but the rewards was endless. A moral from this story would be don't be afraid to push your student out of their comfortable zone there is so much adventure and opportunities outside of their comfort zone - Miss G

 

If you've enjoyed our teacher stories for National Story Telling Week, please do follow our social network accounts: Facebook, Twitter, Linkedin, Google+

Ray Of Sunshine

  • Category: Miscellaneous

In the first of our blog posts for 'National Story Telling Week', SEN specialist teacher and therapist, Nicky Harvey relays her fond memories of a kind hearted student who flourished in an autism friendly environment. Nicky regularly shares inspiring anecdotes and teaching ideas on her blog 'The Journal Of Miss H'. You can also find Nicky on Facebook and Twitter.

"Those who bring sunshine into the lives of others cannot keep it from themselves." James M Barrie

Ray Of Sunshine

It's that time of year when I reflect on the past few months and make changes for the new term. One person that sticks to mind is a 10 year old boy who I've renamed Ray for this article. Ray is a sensitive, artistic and kind hearted boy on the Autistic Spectrum. He joined my class towards the end of the Spring term at a busy time last year, but slotted in perfectly. Like many children with autism, he had experienced a great deal of upheaval in life because of his diagnosis.

Autism is a developmental condition affecting how a person perceives the world around autism3them. This can include difficulties with social interactions; expressing feelings; nonverbal and verbal communication with others. There are over 700,000 people living with autism in the UK, with 2.8 million people affected in some form by the condition, and the numbers are rising.

Ray was born in south-eastern Asia, to loving parents who were pleased to have a healthy happy baby boy. Ray's parents soon discovered he behaved differently compared to other children, but assumed he was a late developer. Upon reaching school age and starting at elementary school, Ray's parents received feedback with hints of his specific learning needs and behaviour traits. The school tried their best, but due to firmly rooted cultures and learning customs, they were unable to understand, teach or effectively communicate with Ray.

After originally leaving the UK for Thailand over 10 years ago, to start a new life in the sun, Ray's parents felt they had no choice but to pack up, close the family business and return to England. His family wanted Ray to receive the education, empathy and therapeutic support he was entitled to.

"Get to know someone on the autistic spectrum and your life will truly be blessed!" Stephanie L. Parker

Upon arrival in the UK, Ray was assessed and diagnosed as a child on the autistic spectrum and was given a Statement from his local authority detailing his academic, social and therapeutic needs. He also joined a local mainstream primary school which recruited a 1:1 learning support assistant to support Ray. At first, everything seemed great because on the surface, the school wanted to offer inclusive provision for Ray to access the curriculum and participate in school activities. However, in reality, within Ray's classroom and wider school environment, the understanding of autistic behaviours and his learning style were not there.1280-Are-You-Sort-Of-A-Loser-Dont-Worry-It-Means-Youre-Probably-Really-Creative.

In the end Ray was asked to spend most of his time away from his classroom to learn in a private room with his 1:1. He would spend around 80% of his time reading books and drawing pictures alone, whilst his classmates undertook timetabled activities together throughout the school day. To make matters worse, invitations to class birthday parties and playdates began to dry up and he became more and more isolated as the years past by. Ray's parents felt he had been rejected and misunderstood by the school because he could not conform. He was simply being himself: a non-violent, inquisitive and self-conscious wide eyed boy, unable to completely read social situations.

Every day presented a new challenge for Ray's parents, who over the years constantly battled to get the school community to recognise their son's needs.

Fortunately, Ray's parents refused to give up and like many parents in similar situations, entered a lengthy legal tribunal for his transfer to a school with an autistic friendly environment. The dark cloud hoovering over Ray's education eventually lifted when his parents won their legal case. Lucky for me, Ray became our ray of sunshine when he joined school I worked in.

"Every time I thought I was being rejected from something good, I was actually being re-directed to something better." ― Steve Maraboli

Blue Sky and SunshineRay's presence was immediately felt in my class. This bright, peaceful and charming young boy could not believe his new surroundings as he looked around in amazement during his first few weeks. All of a sudden, Ray was with other children presenting their own unique traits; he had full access to the National Curriculum through multi-sensory learning; integrated therapies; and was exposed to visual timetables and SEN resources to help clarify activities and set expectations.

Understandably, because Ray had been through a lot of rejection in the past and was unable to express his feelings, he felt anxious about being not being good enough to remain in the school. He would repeatedly ask me: "Am I being a good boy?", "Can we have a class photo with me in it? or "Are you happy with me?" It was heart breaking to experience and hear his fears and vulnerability. Ray had been isolated and conditioned by educators to feel like he was misbehaving for being autistic.

Over time, with lots of support and reassurance, Ray released some of his anxieties and started to believe in his abilities. His artistic side, humour, quirky personality and kind nature began to shine. He slowly improved his social skills; and continues to be assured that it is okay to feel and express different emotions. Ray is now set to move up a class group in September and has come a long way since starting at the school.

"Never be a victim of life; be its conqueror." ― Mike Norton

I am incredibly proud to work with children like Ray. Every day I learn about what it means to go through turbulent life events at a young age, and come through it all with immense courage, inner strength, humility and a grateful heart. In Ray's case there was a fundamental lack of understanding; and insufficient special needs training at his autism2mainstream school.

Cases like this are becoming more familiar within schools. So much so, the Department for Education recently called for "a sound understanding of special educational needs" to be delivered in university training before student teachers can become qualified class teachers. This is NOT to say all mainstream schools show a disservice to children with autism because many schools provide excellent inclusive SEN learning environments. In some cases children simply cannot access mainstream because their needs are greater than what can be provided in a class of 30 kids, not because of the school.

A great deal needs to be done to raise awareness of autism and other specific learning needs within schools, communities and wider environments. This applies to the UK and internationally. After experiencing Ray's journey, I hope that one day we come to a stage in education where every child is treated equally and has the support and compassion they truly deserve.

Yours truly,
Miss H ♥

This article has been reproduced with the kind permission of Nicky Harvey. The original article can be found on 'The Journal Of Miss H'.

A Sensational Start To 2017 For Always Flourishing

  • Category: Always Flourishing Office News

A strong, enthusiastic and cohesive team of staff members is what makes Always Flourishing not only a fantastic place to work but fully able to support all of our schools and teachers.

We have such a diverse mix of illuminating personalities who each have a significant drive and passion for giving their very best to all professionals in the Education sector.

We've been incredibly lucky to secure two new fantastic consultants who will be working closely with Secondary and Independent schools across the Home Counties. But, before we introduce them to you, we'd like to announce that one of our longest serving employees and Secondary specialist, Laura Arnott has been promoted to the role of Senior Consultant.

Laura Arnott - Senior ConsultantLaura has been with the company since it was first established and has single handily developed and grown the successful secondary branch. With an innovative and fresh approach to retaining the relationship between both clients and candidates, Laura has been instrumental in creating new and exciting ways to offer her support, guidance and expertise to an array of individuals.

Laura also helped launch our launched a termly networking event 'Cover Club' for school recruitment associates as a means of discussing best practice and individual needs for organising teachers on a supply basis as well as working with agencies. The event proved so successful that they were able to replicate it in various counties within the Thames Valley.

We'd like to wish Laura the best of luck in her new position!

In addition to this, we'd like to give a warm welcome to Alex Nigbur who will be supporting Laura on the Secondary desk. He is joined by our other new recruit Sophie Appleton Wyeth who will be responsible for our Independent school division.

Alex Nigbur

Alex comes from a recruitment and customer service background and he greatly understand the needs of both candidates and clients and how to build long lasting, positive relationships. Upon joining Alex stated,

''Always Flourishing has allowed me to entwine both skills and passion to build a career that is both challenging and enjoyable. It is my desire to help other people find the correct career and calling in life and it gives me immense satisfaction knowing I have made a difference in a candidate's life but also contributing to the next generation's education'.

Sophie Appleton WyethSophie is a former teacher at Dulwich Prep London and has also worked in an international school, over a period of six years. With extensive experience covering Preparatory and Independent Secondary Schools, Sophie was and still remains passionate about facilitating the Independent Sector whole-child approach to education.

'All my experience uses the same fundamental skill; that of building and maintaining positive, meaningful relationships with people. I look forward to utilising this expertise at Always Flourishing'. We are confident that both Sophie and Alex will add another layer of success and inspiration to the Always Flourishing team. 2017 is already looking to be a fantastic year for all of us at Always Flourishing and we can't wait to see what the year holds.

If you are looking for a suitable candidate for your school or a new teaching job in some of the many areas we support, get in touch and contact us today!

Two Terrific Teacher Testimonials!

  • Category: Always Flourishing Office News

Two fantastic primary school teachers working with Always Flourishing we're recently moved to write these fantastic testimonials due to the outstanding level of care, support and career guidance from our consultants Jamie Pilling and Annie Davis.

 

Here's what our teachers had to say.

"Annie Davis is a delight to work with. She is extremely supportive and has prepped me thoroughly for job interviews, wishing me well before the interview and phoning me directly after.

She has introduced me to schools close to my home for supply work. Her encouraging, pleasant manner makes working with her a pleasure. She is one of the best teaching agents that I have worked with and I am currently registered with 5 teaching companies. Thank you Annie for what you do."

Linda - Primary Teacher - Surrey

"When I put my CV online I had around 12 different agencies contact me, saying they could find work for me. However, Jamie at Always Flourishing was the only one who listened carefully and actually took the time to get to know what I was looking for.

At the time, I was only available part time and only wanted to teach in early years and Jamie took the time to match me to the right school and arrange for me to speak to the head. I was unable to make certain days for interview due to family commitments so Jamie liaised with the school to first arrange a telephone interview, and then an interview in school on a day which I was available. I really felt that I was listened to, not just matched to any role and I am now happily working full time in the school that Jamie found for me.

During the school holidays before I began my role, I was a little anxious, but Jamie was available to answer any questions I had.

When registering with Always Flourishing there were only certain times/days that I was available and the staff at Always Flourishing strived to ensure that I was able to register at a convenient time for me."

Natalie - Early Years Teacher - Berkshire

If you are a Primary Teacher in Berkshire or Surrey and would like to receive this level of outstanding service, please submit your details to us today.

Expert Ways To Dramatically Improve Student Assessments [Guest Blog]

  • Category: Teaching Tips

Assessments in teaching are very much a firm standard in any school or education establishment. Of course, viewpoints on the effectiveness of regular assessments vary dramatically amongst teachers and education professionals but, there is no avoiding them. So, how do we make sure that we are assessing students in the most effective way and what are the current problems regarding assessments that we need to take into consideration?

Expert education blogger and experienced History Teacher, Neil Martin, offers his interesting viewpoints surrounding class based assessments and provides his insights into how best they can be improved to the benefit of both staff and pupils.

Neil regularly shares his expertise and views on the education sector on his own blog 'Actuality'  

Part 1 - Current Issues Surrounding Assessment In Teaching (Published 2016)

Part 2 - Solutions (Published 2017)

 

Part 1 - Current Issues Surrounding Assessments In Teaching

Student Completing Her Assesment

Designed by Freepik

Assessment becomes more and more important by the day. School pupils are reminded constantly about the necessity of working hard and achieving good results and government statistics on those achieving 5 good GCSE grades seem to be rolled out month on month. Testing and assessment are, of course, important and there is no getting away from it in schools.

 Nevertheless, are we assessing in the most productive way?

Is the constant push for better results actually having a negative impact on our students?

In this blog, I use History teaching as the basis for my observations, but I suspect that a teacher of any subject would identify with some of the problems and hopefully the solutions suggested.

In my experience, I would argue that we have to very careful in the way that we assess students. When I working in the maintained sector there was a requirement to demonstrate which national curriculum level students in years 7 – 9 were at and also to demonstrate that they had progressed. Termly assessments were key as well as a formal end of year exam which, it was hoped, would show improvement.

This system had its strengths, in particular, it emphasised pupil responsibility and ownership in that they were encouraged to target areas for improvement (for example one of a range of historical skills). Furthermore, this reflective element really made students read teacher comments carefully and also fully understand what exactly they needed to do in order to achieve their next level, at KS3, or a higher grade at GCSE or A level.

However, one needs to be careful with focussing too much on level descriptors as it can actually cause problems. For example, teachers end up making a best fit or 'fits all' judgement on a student's work, indeed as Burnham and Brown (2004) point out the level descriptors do not chart progression and in fact are good for only a summative assessment at the end of an academic year. Student's themselves can find level descriptors difficult to understand and also to see the point in them.

Furthermore, there is a case to suggest that with certain iterations of the A level and GCSE History syllabuses that it is possible to receive a high grade without actually knowing much historical detail; a point noted by Chapman (2011). Vague statements relating to 'attempting analysis' or 'producing simple statements' focussed mainly on skills and I am very thankful that new A levels now appear to be redressing the balance in terms of historical content.

Teaching to the test is also an area that many will be familiar with. Pressures from SLT, parents and governors mean that teachers invariably have to come up with more innovative ways of helping their students to achieve better results. I am guilty of this, increasing revision sessions and creating highly detailed scaffolding for students to follow in order to achieve the various demands of mark scheme level descriptors.

Whilst this does achieve good results, there is always a nagging feeling that students may have been rather short changed. Particularly if we take our subjects from a purely academic perspective assessment of this type stifles the creativity, flexibility and eclectic nature of excellent teaching, moreover are we doing them and the student's justice?

 

Part 2 - Solutions

Students Working On An Assesment

How can assessment be of use for students? Again I use my own subject, history, as a case study but once more I believe that many subjects would be able to identify with the solutions outlined.

An answer lies with making sure that the assessment procedures are authentic and effective. Philpot explains that assessment needs to be a regular event providing ready and understandable feedback encompassing a variety of learning styles (Philpot, 2011). Harry Torrance offers a further solution. 'Divergent assessment' emphasises the learners understanding rather than that of the agenda of the assessor (Torrance, 1998). Using this model would allow for more understanding of what the child knows, understands or can do within the subject.

This is a wholly 'child-centred approach' and focuses on how the child responds to the curriculum, prompts pupils to reflect on their own learning and results in more descriptive, qualitative feedback (Torrance, 1998). This approach allows a teacher to move away from simply teaching to the descriptor and focussing on jumping through hoops; assessment is therefore not the problem but the way it is carried out.

Nonetheless, based on this notion of authentic effective assessment it is clear that the traditional forms of teaching to the test and teaching for the test are lauded in schools. Relatively, recently Ofsted's History for all (2011) has raised concerns over the use of the National Curriculum level, pointing to some schools that apply the descriptors in a very superficial manner, the report also states that using mark schemes to help students understand how marks are awarded and how this can help them to improve (Ofsted, 2011) is somehow excellent assessment practice.

Ofsted's Good Assessment Practice in history (2008) also praises those lessons that devote significant time to discussing assessment criteria. This is not historical understanding and again shows the traditional approach of teaching to the test and a set of outcomes. Until these assessment practices are changed then understanding cannot be assessed properly.

How can we assess differently?

There have, however, been many attempts and suggestions to make assessment more rigorous and more helpful in expanding pupil understanding. More than ten years ago Chris Culpin (2002) highlighted the problems with formulaic questions, answers judged against level descriptors even going so far as to claim that the assessment model was unfit for purpose.

Culpin's suggestions ranged from a single exam board and single syllabus to more teacher control in the assessment and design of courses and a reduction on board set papers. To Culpin giving students more time to develop as historians would also allow for more rigour in the way that they were assessed. Whilst Culpin makes a strong case there are clear problems with his suggestions. Allowing students more time to prepare for assessment does not necessarily lead to better historical understanding, only that students are more prepared for the types of question they may encounter.

Student Assesments

Similarly, Cuplin suggests a modular structure to the course, again the problems highlighted earlier of teaching to a test either in terms of skills or content are clearly evident.

Mark Cottingham (2004) has experimented with methods that allow for National Curriculum levels to be used in their intended form, at the end of the key stage. Cottingham comments that there are conflicting demands in assessment at KS3, from making assessment meaningful and rigorous to using it to make a judgement based on vague level descriptors.

Cottingham draws on AFL principles to suggest the use of individual student progress sheets traffic lighting, to show understanding in key elements of the unit of work, and TARS (Teacher Assessment Record Sheet) (Cottingham, 2004). When combined the student and teacher records can be used to provide a level at the end of the key stage as progression in key areas can be charted. This is very close to Torrance's 'divergent model' of assessment and allows for the teacher and student to have a dialogue over progression and understanding. The student acts on feedback from the teacher and their own reflections and sets attainable targets for improvement.

Cottingham concludes that his approach can inform schemes of work and allow for the development of effective assessment strategies supporting pupil progress and understanding (Cottingham, 2004). Nonetheless, the AFL approach has been criticised. Kitson and Husbands (2011) suggest that many AFL strategies can work generally for History (and I would imagine other subjects) but cannot readily be used to assess more difficult concepts about nature and extent of change (Kitson & Husbands, 2011). Whilst this is a valid observation Kitson and Husbands suggest that AFL needs to be adapted to advance rather than divert subject understanding (Kitson & Husbands, 2011). I would propose that Cottingham's approach goes some way in achieving such adaptation.

In an attempt to address the problems with National Curriculum levels Jerome Freeman and Joanne Philpot have experimented widely with the use of APP (Assessing Pupil Progress). The reasoning behind this is to build holistic assessment into everyday teaching and also to gain a far deeper understanding of the individual learner's achievements (Freeman & Philpot, 2009). In practice, APP can improve curriculum planning and remove reliance on traditional testing procedures. Freeman and Philpot advocate a periodic review of evidence to build a profile of achievement based on various assessment focuses (AFs) which illustrate characteristic achievement at each National Curriculum level.

The benefits of this approach include gaining a clearer picture of achievements and progress, an emphasis on using a range of evidence that can broaden the curriculum and a secure basis for pupil tracking against National Curriculum levels (Freeman & Philpot, 2009). Additionally, APP allows for a much better understanding of levels in terms of pupil learning and progress, pupils are encouraged to identify how each lesson fits into the 'big picture'. Ultimately as Freeman and Philpot explain, 'if we want pupils to enjoy and get better at history

In practice, APP can improve curriculum planning and remove reliance on traditional testing procedures. Freeman and Philpot advocate a periodic review of evidence to build a profile of achievement based on various assessment focuses (AFs) which illustrate characteristic achievement at each National Curriculum level. The benefits of this approach include gaining a clearer picture of achievements and progress, an emphasis on using a range of evidence that can broaden the curriculum and a secure basis for pupil tracking against National Curriculum levels (Freeman & Philpot, 2009).

Additionally, APP allows for a much better understanding of levels in terms of pupil learning and progress, pupils are encouraged to identify how each lesson fits into the 'big picture'. Ultimately as Freeman and Philpot explain, 'if we want pupils to enjoy and get better at history than holistic assessment is a step in the right direction' (Freeman & Philpot, 2009, p. 13). This approach fits well with Torrance's divergent model and allows pupils to see where their learning is heading, without a loss of understanding.

Many practitioners have suggested moving from the traditionally written assessment in order to truly measure historical understanding. Matt Stanford's (2008) work on non-verbal assessment highlights the refreshing way that pupils can be assessed differently. By combining setting pupils the task of completing an enquiry question with a piece of art Stanford encouraged students to demonstrate their understanding of the renaissance in a truly unique way.

A key area of planning was in giving students a sense of period that 'would allow them to contextualise the subsequent historical knowledge' (Stanford, 2008, p. 6). This was achieved through an enquiry of eight lessons and the final task that would be assessed. Not only were students demonstrating their knowledge of historical content, but because this was a practical assessment they were also demonstrating their understanding of artistic techniques of the period.

Student Assessments

This, surely, demonstrates a far better understanding of the Renaissance than simply learning about different artists and allows all students to more readily demonstrate their understanding. Stanford himself notes that this should not replace more traditional written and oral assessments but to use it will allow a teacher to gain more of an 'understanding of what the student knows' (Stanford, 2008, p. 11). From this broader understanding, assessment criteria can be better achieved.

Fulard and Dacey (2008) take yet another approach to assessment. Their approach was developed from the belief that the limits of essay writing were becoming more and more obvious; speaking and listening seemed to offer a solution (Fullard & Dacey, 2008). Through an integration of National Curriculum levels into concepts and processes, Fullard and Dacey hoped to launch progression to A level at KS3 rather than have pupil ability reduced at GCSE. Pupils developed debating skills through various enquiries and were assessed on their ability to pursue a full debate in class as well as the notes they took and questions they asked.

The results were pleasing demonstrating, at least for high ability students, that this different type of assessment can be adequately deployed. However, some students made inadequate use of the preparation stages and failed to grasp the underlying concepts of causal reasoning. Fullard and Dacey admit that 'speaking and listening is not the answer but it is part of the answer to the problem of assessment' (Fullard & Dacey, 2008, p. 29)

Clearly, if the assessment is to be of use then it has to be valid, reliable, authentic and robust. Assessment or measuring needs to take an integral place in the classroom and be part of everyday planning, teaching and learning. Torrance's (1998) divergent model has been a driving factor more recently and some those better methods that have been developed over the last decade show a clear correlation to this assessment type. It is clear that assessment needs to have the individual learner placed at its centre and that a dialogue needs to exist between teacher and learner in order for that learner to progress in their historical understanding.

Most importantly, however, is that the concept of assessment or measuring is not the problem rather it is the way that the assessment is undertaken. A more eclectic approach is vital if the subject is to be accessible for all students and for those students to succeed as demonstrated by Stanford (2008) and Fullard and Dacey (2008). Teachers should not be afraid of attempting a different kind of assessment especially if that assessment or measuring can assist in pupil understanding and should take the time to do so and learn from the results.

References

Burnham, S., & Brown, G. (2004, June). Assessment without level descriptors. Teaching History(115), pp. 5-13.
Chapman, A. (2011). The history curriculum 16 - 19. In I. Davies (Ed.), Debates in History Teaching (pp. 46 - 55). Oxford: Routledge.
Cottingham, M. (2004, June). Dr Black Box or how I learned to stop worrying and love assessment. Teaching History, pp. 16-22.
Culpin, C. (2002, December). Why we must change history GCSE. Teaching History, pp. 6-9.
Freeman, J., & Philpot, J. (2009, December). Assessing Pupil Progress: Transforming teacher assessment in KS3 history. Teaching History, pp. 4-13.
Fullard, G., & Dacey, K. (2008, June). Holistic assessment through speaking and listening: an experiment with causal reasoning and evidential thinking in year 8. Teaching History, pp. 25-29.
Kitson, A., & Husbands, C. (2011). Teaching and Learning History 11-18. Maidenhead: Open University Press.
Ofsted. (2011). History for all. Retrieved March 16, 2013, from Ofsted: http://www.ofsted.gov.uk/resources/history-for-all
Philpot, J. (2011). Assessment. In I. Davies (Ed.), Debates in History Teaching (pp. 261 - 272). Oxford: Routledge.
Stanford, M. (2008, March). Redrawing the Renaissance: non-verbal assessment in year 7. Teaching History, pp. 4-11.
Torrance, H. (1998). Investigating Formative Assessment: Teaching, Learning and Assessment in the Classroom. Buckingham: Open University Press.

We'd be really eager to know your thoughts and viewpoints on assessment in education so do leave us a comment below or by contacting us on Facebook, Twitter and Linkedin.

Lesson Plan Roundup: Bonfire Night Lesson Ideas

  • Category: Lesson Ideas

Ensure your students remember the 5th of November with these fantastic Bonfire Night Lesson plans. We've scoured the web to bring you the very best Primary and Secondary Firework Night lesson ideas for you to use with your students to make your lessons go with a bang!

Guy Fawkes and Bonfire Night lesson plan

Guy Fawkes and Bonfire Night Lesson PlanThis great lesson plan from Parliament.UK fantastically explains the history of Bonfire Night and its direct links with Parliament. Students are able to discuss and explore the motivations Guy Fawkes and his team and view the story from more than one point of view.

Download This Free KS1 & KS2 Lesson Plan

Bonfire Night In The UK

This versatile lesson idea has a great focus on developing reading, speaking and pronunciation skills as well as how students can develop effective questions. This 5th of November lesson plan also contains elements of Home Economics / Food Technology as students will design a Bonfire Night menu.

Utilise This Lesson Plan Here

Firework Safety

Lesson Plan Roundup Bonfire NightAlthough not strictly a lesson plan, these points should be highly emphasised across all students on Fireworks night. Fireworks night is an exciting and special time but it's not without any risk of danger. Ensuring student's stay safe and know the dangers of Fireworks is something that should be emphasised in any lessons on this topic.

Download These Firework Safety Tips

KS2 Combined Calculations Bonfire Night PowerPoint

This Twinkl resource provides some combined calculations multi-step word problems based around the theme of fireworks, Bonfire Night and Guy Fawkes which enables students to have a greater understanding of Maths in a real life situation.

Obtain This Bonfire Night Calculations Resource

Guest Blog: Differentiated Learning Activities In The Classroom

  • Category: Teaching Tips

In the second of our guest blog series, experienced History Teacher, Neil Martin discusses how to create and utilise differentiated learning activities in the classrooom Neil regularly blogs on his own website Actuality which offers expert insights into many education viewpoints. 

 

Differentiation In The Classroom

Over the course of my career I have taught both set and mixed ability classes. Both have their merits, set classes allow for a standardisation of pace (accelerated for the highly able for example allowing for stretching and less restriction with regard to content) and mixed ability allow for a range of interpretations to be brought to a lesson as well as allowing students to act as enablers for the success of their peers. Nevertheless, within each example there is still a range of ability and differentiation is always an element of planning that needs to be considered.

But what do we mean by differentiation?

In a broad sense differentiation meeting the needs of individual pupils so that they can learn. This not only means addressing the needs of those with SPLD but also those higher ability students.

Does differentiation mean different?

Richard Harris (Associate Professor Director of Teaching and Learning, Reading University) suggests that instead of attempting to slim down the curriculum by giving SPLD students easier material or indeed, simply giving the best students extension material we can allow all to succeed by following three clear principles when planning our lessons (Harris, 2005).

1 – Make the work engaging 2 – Make the work accessible but challenging 3 – Decide where you want to plan obstacles

What does this mean in practice?

Sensible planning; in essence that allows every student to learn appropriately no matter what their ability. Suggestions as to how each principle could be demonstrated in a lesson are as follows.

1 – Make the work engaging

For example:

  • A suitable narrative as an introduction to a particular topic
  • Art as a way of introducing a key historical concept – cause and consequence, change and continuity, significance
  • A foreign language news article relating to current events in the UK
  • An overarching Historical Enquiry
  • Physical history – props and artefacts
  • Revealing learning objectives later on in a lesson
  • Code breaking to discover learning objectives
  • Testing knowledge and ability with a tricky problem as students begin a lesson

The list could be endless; Harris concludes by explaining that enthusiasm and puzzlement are crucial, deliberately building up to what you want to do (Harris, 2005).

2 – Make the work accessible but challenging

At times I imagine that we are concerned that if pupils are not writing they are not learning. Nevertheless, pupils can still exercise and develop their analytical skills by not putting pen to paper. As educators it is vitally important that we consider a range of approaches. This in turn enables all forms of learner to achieve (audio, visual, kinaesthetic) and also promotes variety in the teacher's range of delivery.

Some further suggestions:

  • Using contradictory evidence to produce an account of an event.
  • Physically walking through a maths problem.
  • Visual images that can be used to pursue 'layers of inference'.
  • Presentation work as an end result focussed on points of certainty, probability and doubt.

3 – Decide where you want to place the obstacles

Within this element we are encouraged to consider the outcomes of our lessons; we can decide what to leave in and leave out. For example:

  • Considering the amount of quality writing that we want pupils to complete to consolidate their learning.
  • Using difficult text and employing methods such as reading it out dramatically together, identifying and addressing tone.
  • Highlight tricky words then use ICT with pupils to define those key words.
  • Summarising also presents a solution to difficult text or problems, especially if pupils are given a limit to that summary. This is a technique that can be built on as the pupils become more familiar with having to address more and more complex themes and lengthier articles.

Does differentiation matter?

In essence, yes it does matter, but, it is important not see differentiation as an obstacle to planning. See it more as opportunistic from a student and teacher perspective. Differentiation unlocks so much potential in the classroom and can offer the student a platform for future success and the foundation for achievement. For the teacher it expands and improves a repertoire promotes self-reflection and analysis of one's lessons and indeed one's students. So perhaps when you are planning your next lesson think outside the box a little and be different!

Bibliography
Harris, R. (2005). Does Differentiation have to mean different? Teaching History, 118, 5 - 12.

5 Amazing Reasons To Celebrate World Teacher Day

  • Category: Miscellaneous

World Teachers DayTeachers across the world have reason to celebrate as October the 5th marks World Teacher Day! Teachers are without a doubt some of the most inspirational, important and influential figures across the globe and great teachers have the capabilities of unleashing a wealth of wisdom that is soaked up by students. In this blog we take a look at why teacher and all the efforts they make should be celebrated by all!

1. Teachers are Inspirational

There's no question about it, teachers ARE inspirational. They give hope when students feel that all is lost and they give their time and effort into helping you reach every single one of their student's goals. Teachers offer their wisdom, expertise and passion in order to help their students enjoy learning and get the very best out of spending most of their day in school.

2. Teachers work hard.... Very, very hard.

Teachers don't stop when the bell rings at the end of the day. There's after school revision sessions, planning next terms exciting lessons and making sure pupils get appropriate feedback in order to progress and that's just scratching the surface of it! Teachers often bring masses of work home with them just so they can give their all to make a real difference to the kids in their class.

3. Teachers care ever so much.

They don't just care about grades or how well their pupils doing in lessons, they take a genuine interest in the lives of their students. Fantastic teachers show so much interest into life outside of the classroom especially when there students are concerned. Some teachers even go out of their way to support students in there extracurricular activities.

4. Teachers teach more than their subject

You kind of guessed that teachers obviously teach, but have you ever considered that teachers teach so much more than their own subject or specialism? Values, manners, behaviour, self-discipline and how to be kind are at the heart of every teacher's lesson. 

5. Teachers shape the future of every single one of their students' lives.

Without someone to guide, inspire and care, where would some of the world's greatest, leaders, celebrities and stars be? Maya Angelou, the highly renowned author whose work has been read and idolised by both children and adult alike may never have been able to produce the stunning pieces of literature that she did if it weren't for her neighbour turned teacher, Mrs Flowers. Mrs Flowers encouraged her to read, taking her to the library and telling her to read every book within the small room. As she read, Angelou found a love of poetry, a love that was deepened as Mrs. Flowers had her come to her house and read to her, so that Angelou could really learn to love poetry as she spoke it aloud. – Source: Online Universities

Whether you have a family member or friend who is currently a teacher of if you have a colleague who is in this brilliant profession, do make the effort to thank them for the contributions they make to the lives of every student. Teachers, we salute you!

Guest Blog: Stressed By Grammar?

  • Category: Teaching Tips

Does a focus on spelling, punctuation and grammar destroy creativity?

How to use grammar to enhance creativity, rather than detracting from it This current debate is never far from the primary school staffroom agenda. It's an interesting question, which never sits easy with those of us reclining on the least populated side of the fence. The side which says 'it shouldn't – and if it does, we need to do something about it.

I do, of course, totally understand where this perception comes from. The grammar test at the end of Key Stage 2 is totally 'Gradgrind' in its approach – learn the facts and prove that you know them. Drill, drill, drill to learn them; revise, revise, revise to recall them; fill in the correct box and get the mark. Children are then expected to successfully apply these skills in their writing, assessed by their teachers following 'guidance' they have been given; guidance that will undoubtedly be changed yet again in this turbulent world of assessment. I firmly believe it is the slavish teaching to this checklist (particularly by teachers who lack confidence in their subject knowledge) that risks destroying young children's love of writing before they have even begun, masking their imagination behind an opaque veil of fronted adverbials, antonyms and an overwhelming, stagnant heap of success criteria.

Our challenge is to enable our young people to achieve mastery of grammar as early as possible, at a sensibly graduated pace and level relevant to their maturity – within this firm foundation, high quality teaching should, indeed must, allow their creativity to take flight. Children need grammar so they can make choices about how to use language to their own ends. What we absolutely do not want is to be faced by a year four class asserting (as they did to me at the start of this term), that the first sentence of their holiday recount really should begin with the word 'amazingly'...

Reassuringly, the very next day I was inspired by an outstanding workshop at The Roald Dahl Museum and Story Teller Centre, where our Year 5 children sat entranced as they heard of the process behind the great author's swashboggling inventiveness. The interactive tasks within the centre re-lit the flame of imagination which, in these days of screen passivity, risks being dampened for an entire generation and beyond. Every child embraced dressing up, developing new characters, creating a film script and jotting down ideas in their writer notebooks – a skill which our school embraced further when we took our gifted key stage 2 writers to a workshop at Buckingham Palace, where they explored various art works as sources of inspiration, guided by a published author.

A recent article by David Crystal confirms what all education professionals already know – good grammar is essential when related to meaning; get it wrong and your audience may well misunderstand what you're trying to say. As the notebook I recently bought my nephew states so succinctly on the front cover: Grammar is about knowing the difference between your rubbish and you're rubbish.

But where David goes further is by using an example that confirms exactly why good understanding of grammar supports creativity and freedom of expression. It should not, and does not, destroy it. When you take this stance, language comes alive as we teach how to use it to manipulate writing – what a privilege it is to explore this in the creative classroom through encouraging children to analyse the writing of their favourite author, in this case Terry Pratchett's positioning of adjectives in this sentence from 'The Carpet People'.

'He saw the gleam of ten thousand eyes, green, red and white.'

Enabling mastery of grammar is our challenge as educators, without compromising on a rich, vivid, creative curriculum that brings language alive, feeds the imagination and discovers meaning in our communications. Exploring writers' techniques, broadening reading, investigating vocabulary, embracing a range of experiences, writing for a purpose, developing a love of learning - this is our mission. Amazingly, if we get the balance right, our young writers will fly.

Keep up with the very latest education news, job opportunities and inspirational articles by following Always Flourishing on Facebook, Twitter, Linkedin and Google+

Copyright: Debbie Rainer
Deputy Head Teacher
St Anthony's Catholic Primary School and Nursery, Slough

Practical Guide: Keep Your Teacher Wellbeing In Check

  • Category: Teaching Tips

Our Primary recruitment consultant and former KS1 Primary Teacher, Annie Davis, explains the necessary actions to be implemented to ensure school staff wellbeing remains a priority.

Looking back on my time in the classroom, it's clear to see that I actually prioritised my wellbeing, happiness and mental health as a teacher. Again being a teacher, I learnt most of these wellbeing ideas from my own personal experience which I am very excited to share!

1. Limit The Time Spent On One Activity.

Make Time For You As A TeacherDuring my tenure as a Primary teacher, I knew of colleagues who would spend hours upon hours trying to complete the myriad of tasks we teachers face.

I myself would be found in the early hours of the morning completing the usual mix of marking, planning and data inputting that is required of every teacher. I wanted to give my students my all so they would have the best lessons and the best feedback possible.

Looking back, I would sometimes spend too much time on one lesson, so I became short-sighted to the fact I had a weeks worth of lessons to plan!

After realising this was probably not the best tactic, I decided to limit the time on each task in order to complete more lesson plans to a good quality rather than just having one amazing lesson plan and the rest all average.

It's not easy by any standard and there times when a little extra planning is required but all in all my priorities were in place and because I wasn't so drained and stressed, the students got the very best out of me!

2. Not Every Day Is Going To Be A Good One.

We all have bad days; sometimes a lesson does not go entirely to plan or you can be dealing with poor concentration or bad behaviour.

There was this one lesson when a student with EBSD, who had been fantastically behaved prior to this, decided to walk out of my classroom in full view of the executive head who was observing! This one incident resulted in additional worries and doubts about my capabilities as a Primary Teacher even though this incident was a complete one-off.

Rather than worry about this one shortcoming, my actions as a teacher were sensationally put into perspective by the child's parent who, at the end of the year, wrote me a beautiful letter saying how I had developed such a fantastic relationship with him, how my support was thoroughly appreciated and that I had made such a positive difference to her son as a teacher.

When you are a teacher having one of those bad days, take a moment to think, have you made a difference as a teacher? Have you always tried to do everything you can with your students? If the answer to both these questions is yes, then you're doing amazingly well! Both good and bad days come in waves so it won't be long until your back to feeling on top again.

3. You Can't Complete Everything.

Week in week out, we have a mountain of work that needs completing from data entry, student reports and the dreaded Primary SATS. This workload is enough to stretch anyone.

At times I would often isolate myself in the hopes of having the necessary space in order to complete everything on my to-do list.

I've learnt that as a teacher you are never going to finish everything and the only way I did not develop an unhealthy mindset is to think about what I have achieved in rather than what's been left on the back burner.

I was also advised, as a trainee teacher, to make something known as a "ta-daa" list when, upon completing a task, I would find a way to reward myself by saying "ta-daa!"

4. Make Time For You!

Yoga and WellbeingI'm pretty sure you have all heard this piece of advice more than once. But seriously, it is advice that is so worth sharing and undertaking.

After a long and draining day, I would often find myself taking solace in my second passion, music. Once a week on a Thursday I would leave school at a reasonable time and head to Reading to participate in a local steel pan group rehearsal.

I absolutely love playing music since it helps me to forget all of my pent up stresses and worries and just enjoy the moment.

Also, I was lucky enough to take up yoga which was provided by my former school. Yoga was so calming and exercising is a well-known way to relieve stress.

Make the time to indulge yourself in a hobby whether that be sport, music, dancing or just simply relaxing by reading a book or watching some television. It gives you that all-important mental break that enables you to feel refreshed and ready to take on any additional work you have to do.

I urge all of you to try and implement these wellbeing ideas ready for when you return to the classroom in September. Even if they seem difficult to follow when you are really busy, I can guarantee that it will make all the difference!

Further Resources

If you are looking for additional tips on improving your wellbeing as a teacher, please head to the following sites.

How Teachers Can Help Students on A Level and GCSE Results Day

  • Category: Teaching Tips

Enabling Students to Survive GCSE and A Level Results DayThe long awaited A Level results day on the 18th of this month and GCSE's on the 24th and we can guarantee it's been penned in the diary by many teachers and students alike. Students across the country will be anxiously opening an envelope which can determine so many aspects of their future. We take a look teachers can do to make sure students survive this highly anticipated day.

Ensure you're GCSE and A Level students know and realise this...

Whether they achieve the grade they want or if they unfortunately don't, their results are only a reflection of how well they did in the exam. Teachers all know that exams can't measure how kind they are, whether they are skilled at tennis, or how they are just a joy to teach. Of course grades are hugely important but if your students have a desire to achieve and a passion to learn, they will achieve ANYTHING they set their minds too and we hope you reiterate this with them on the day.

Be a Shoulder to Cry On

There will no doubt be tears shed on results day both of happiness and disappointment. Organise a quiet and private area for students or teachers to express their emotions away from unwanted eyes. Once a student has had time to digest their results, gently reassure them of the many other options available. It's best not to press for an immediate decision of an alternative route just yet so give your students something they can take away and explore at a later stage.

Use your 'Know How'

Whether this is your first year of GCSE or A Level results, you will know what students need to do in order to get the next stage of education. Whether a student has met or exceeded their target grades or if they have not, you will be briefed on how you can offer your advice on the next steps whether that be resitting, deferring for a year. If you do find yourself slightly at a loss, talk to your senior manager on how best you can support your students through this period.

Praise, Praise, Praise

After countless months planning, revising and undertaking a myriad of exams across many subjects, you students rightly deserve every ounce of praise you can give for the sheer hard work they have put in over the exam season. Congratulate them. Celebrate with them. Take Selfies with Them. Share a hug with them. We all know that you as a teacher have put in a significant amount of work and by praising your student's, they will be hugely grateful for the contribution you have made!

Say Goodbye

In some cases, results day is the last time you will see some of your students. Even though the main focus of the day is to support your GCSE or A Level students through the next part of their academic career, do make the effort to say goodbye and thank them for being your students.

3 Reasons Why Cooking Should Be Compulsory in Schools

  • Category: Teaching Tips

Want to secure an exciting new Food Technology role? Find a brilliant opportunity with us where you can inspire students to fall in love with cookery. Learn more here.

A recent survey from The Times highlighted that young people are overspending on takeaways more than any other age group as well as only knowing on average 4 recipes. Do schools have a duty to teach students the basics of cookery?

BBC's Good Food magazine revealed that 16-24 years old are spending £63.65 on food per week. In comparison to this, adults are typically spending £57.30. Could this spend be combatted by students learning the fundamental basics in cooking? We very much agree so.

Food Technology is such an important subject that is unfortunately not emphasised that much in schools according to various reports. Liz Goodwin, a former head of a government advisory group, has warned that many generations of young people lack key culinary skills and with current health issues such as childhood obesity and diabetes being so prominent in the media, do schools have any responsibility to counteract this?

Why Should Cookery Be Emphasised On The Curriculum?

 

1. It's An Essential Life Skill

Chopping Food

According to a number of sources, basic cookery is something too few students are capable of doing. Students reportedly lack confidence and knowledge in any kitchen setting and sadly, this has resulted in them showing little desire or interest in cooking their own meals.

Upon studying both the practical and theoretical elements of Food Technology, students will ultimately receive a sound knowledge of key culinary skills needed to cook a basic meal. But, there are so much they can additionally gain from learning cookery.

In a short span of approximately 50 years, British cuisine has dramatically evolved with dishes such as Spaghetti Bolognese and Chicken Tikka Masala being just as iconic and popular as Fish and Chips. Impressionable teenagers can broaden their horizons by cooking dishes from various cultures and by doing so they can experience different tastes and flavours as well as having an improved knowledge of the world simply through food.

2. Cookery Can Improve And Promote A Healthy Lifestyle

There is no denying that fast food takeaways such as McDonalds, Dominos and KFC are popular for students. But, there is also no escaping the fact they serve some of the unhealthiest food available at significantly low prices.

Just one slice of Domino's Pepperoni Pizza contains 310 calories and 16 grams of fat with just 8 slices totalling to 2,480 calories and 128 grams of fat!

When students are cooking for themselves, they can determine exactly what goes into their meals, how to maximise the nutrient value and whether ingredients are organic or not.

If students still crave an unhealthy takeout meal such as Southern Fried Chicken, why not give them a recipe to make a healthier alternative that still packs plenty of flavour but, with fewer calories and fat.

Check out Jamie Oliver's healthy version of Fried Chicken below!

 

3. Students Can Uncover A Potential Career.

Nadiya Hussain and Jean Marshall

Teachers are known for igniting sparks and championing talent in young individuals and with students passionately exposed to cookery, who's to say that some of them won't end up in the catering and hospitality industry?

Many highly successful cooks, in particular, Great British Break of Winner, Nadiya Hussain was introduced to elements of cooking by their Food Technology teacher.

Many notable food figures such as Nigella Lawson, Gordon Ramsay and Heston Blumenthal have inspired numerous individuals to get fully involved in cooking and teachers equally share the responsibility to do this.

 Do you agree that cookery and Food Technology is something that should be heavily emphasised in the schools, then do let us know in the comments? If you are seeking a new Food and Cookery teaching role where you can inspire the upcoming generation of food-loving students, then register your details here. 

 

Exciting Activities For Teachers To Do In The Summer Holidays!

  • Category: Miscellaneous

The 6 weeks holidays are just around the bend and teachers and students will be taking some much needed time of away from the classroom. Naturally, the summer holidays have a tendency to fly by and become a distant memory by September, so here are some fantastic ideas to enable you to make the most of your well-earned break!

Have Some Much Needed Me Time

Relax

Fully relax and unwind this summer with an array of soothing and peaceful activities. Be sure to fully recharge yourself ready for the new school year with these suggestions

  • Spend the day in bed – Curl up in a blanket, open the DVD boxset and spend the day totally immersed in quality films or TV.
  • Book a Spa treatment – Head to your local spa and try out the many treatments they have from floatation therapy, massages and facials.
  • Meditate – Evidence suggest that two sessions of meditation daily can relive stress and depression.
  • Read a book – Uncover the likes of J.K Rowling, Stephen King and countless other authors. Find a quite spot and let the pages turn. If you're feeling ambitious you could even have a go at writing your own material!

Try A New Hobby

Try a New Hobby

We understand that teachers can sometimes struggle in keeping up a hobby as well as working in a worthwhile profession. The 6 weeks summer holidays are the perfect time to discover a new interest and here are some we have suggested below.

  • Attend a cookery class – Inspired by the likes of Jamie Oliver and Mary Berry? Look for a local cookery class and hone your skills in the kitchen. There are many to styles and cuisines to suit you and your tastes.
  • Get Dancing – If you enjoy watching shows like Strictly Come Dancing or popular dance films like Step Up, why not give your local schools dance classes a try? Dancing is an amazing activity that burns calories, enables you to socialise with others and improves your overall fitness.
  • Make Music – Everyone takes comfort and enjoyment in music but imagine the possibility of creating your own unique sound. Why not have a got a trying a new instrument. From the double bass all the way to the bassoon there's an instrument for everyone.

Embrace The Outdoors

Embrace The Outdoors

Now that you're out the classroom, you can make the most of the potentially good weather the UK has to offer. Make sure you don't spend all your time indoors by trying these outdoors activities.

  • Head To Beach – It wouldn't be the summer holidays without a trip to the beach! Grab your bucket and spades, and head down to the coastal areas for a day of sun, sea and sand. Also, fresh Fish and chips on the beach is a must.
  • Go Camping – Camping Holiday's may not be everyone's cup of tea, but it is something we highly recommend. Get back to nature and spend a few days outdoors in the countryside.
  • Bike Riding – Find local riding routes in your town and spend the day with your feet on the pedals. Bike rides are hugely popular and sociable activity if done in groups.
  • Have a BBQ – It wouldn't be summer without a traditional BBQ. Get the coals hot, bang on the food and have a fun filled evening with your friend and family. You could even invite your teaching colleagues too!

Get Planning For The New School Year

Get Planning For The New School Year

As much as summer is the time for relaxing and unwinding, it's always best to get a head start for the new school term. With new classes, new pupils and maybe even a new role, we recommend the following in order to get you ready for the September term. Spend a no more than a few hours a week ensuring that your curriculum knowledge is up to date, your lessons are planned and your classroom displays are sorted. Getting ready for the new school year can get you buzzing for excitement for when you return to the classroom!

Use Your Skills To Help Others

Teacher and Student

Teachers are without a doubt, some of the most skilled and knowledgeable people who have the necessary tools to help others. If teachers have exhausted the above suggestions and are itching to get back into the classroom there is an array of opportunities to enable them to use their highly advanced skillset to make a difference. If you have a subject specialism, tutoring is one key way you can help a person over the summer break. Some students and even adults need additional support in order for them to progress on a particularly week area. Tutoring also allows you to earn additional income over the summer, giving you that little bit extra!

We'd love to hear your thoughts on Summer suggestions so do let us know in the comments or by getting in touch with us on Facebook, Twitter and Linkedin.

All Fun At The Always Flourishing Opening

  • Category: Always Flourishing Office News

Opening Office Image with Always Flourishing and Alok SharmaThe 1st Of July, 2016 marked the official opening of relocation of The Always Flourishing Office! To celebrate this company milestone, we invited a range of education professionals including teachers; school business managers as well as Local West Reading MP Alok Sharma.

With an extravagant spread of food as well as the all-important party décor the Always Flourishing team played host the numerous guests who attended.

To view pictures of our event, head to our Facebook gallery! 

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State of The Art New Office for Always Flourishing

  • Category: Always Flourishing Office News

The Front of Always Flourishing within Pangbourne BerkshireAlways flourishing are celebrating the opening of a brand new office in the heart of Pangbourne, Berkshire for Specialist Education recruitment and consultancy. The free opening event will take place on Friday 1st of July at 4:00 pm with local West Reading MP Alok Sharma cutting the Red Ribbon joined by a range of Education Professionals that work with Always Flourishing.

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Celebrating The School Nurse!

  • Category: Miscellaneous

Celebrating School Nurse DaySchools across the UK are made of an incredible team from teachers, classroom assistants, pastoral staff and many other important figures. But one thing every school has a place for is the school nurse.

Read more

New Infographic: Benefits of Supply Teaching

  • Category: Miscellaneous

Why should I become a supply teacher? Supply Teaching is a fantastic way of experiencing the very best of various schools and classrooms. Recently we blogged about all aspects of Supply Teaching in a great FAQ post 'The Supply Teacher Job FAQ'. We've complied all the great benefits of becoming a supply teacher in this fantastic teaching infographic. 

Benefits of Supply Teaching Infographic

Get Ready for Revising!

  • Category: Teaching Tips

Revision and Studying TipsEaster is nearly coming to a close and whilst that brings the advent of the summer term, it also bring something highly important to the forefront. The GCSE and A Level exams. Students across the country will be heavily preparing for these exams which have such a big influence on their chosen career path. 

Teachers will also be constantly aiding and supporting students to make sure they are ready for these life changing exams and with that comes the focus of revision.

Revision is a challenge for many as it can sometimes be deemed long and monotonous. Sometimes students feel they don’t benefit from revision, But with these fantastic revision tips, we can ensure that students and teachers will make the most of out of revising and hopefully will be prepared for the 2016 summer exams.

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The 3 Most Effective Tactics to Engage Your Students!

  • Category: Teaching Tips

You've seen it all before, you're teaching a class about a truly exciting subject. One that should inspire them. The lesson is planned meticulously and you hope that your student's revel in the information presented to them - But they don't. Instead, you have to fight for the attention of a group of students staring blankly at the ceiling or outside the window. Why aren't they interested? Why aren't they inspired?

In this blog we will detail how you can improve your student's level of engagement to create an exciting and progressive classroom atmosphere.

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Interview advice for teachers- How to ace your next interview!

  • Category: Teaching Tips

Interview Advice for your next Teaching JobFrom what you wear to the top questions asked. The Always Flourishing consultants; Andy, Becky and Laura, have provided the ultimate guide to great interview success for your next teaching role using their experiences with many local schools. This blog covers the many aspects of an interview from the preparation stages right the way through to questions you should ask your potential employers. 

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How Teachers Can Improve Their Levels Of Perseverance

  • Category: Teaching Tips

Always Flourishing PerserveranceToday was a highly eventful morning in the Always Flourishing office especially as we had NO electricity whatsoever! With no electricity, we couldn't utilise our telephones as well as the all-important heater.

Despite these unwelcome setbacks, the Always Flourishing Team packed up the office and ended up temporarily relocating the director's living room for the morning. Little things such as a lack of electricity were never going to stop us from supporting our teachers and our schools.

Soon enough we were back in the comfort and warmth of our office, however, this incident got us thinking. Perseverance is key to pushing past any form of difficulty and today's teachers are undoubtedly brilliant at it. But what about those who need a little extra focus on it? What can they do to ensure they improve this crucial skill?

How Teachers Can Persevere

 

1. Know Your End Goal

This idea is related to the goals you set out to achieve. Maybe it's something really specific, such as making sure you undertake an hour of CPD a week, or possibly something more general such as improving your own wellness.

Although it's a very Business-like concept, SMART(ER) goals will enable you to plot what specific actions you need to undertake, how you can measure them as well as enabling you to evaluate your own performance once the goal is complete.

Whatever your goal is, make sure you devote fully to it with a good amount of thought and effort!

2. Adopt A Growth Mindset

The idea of Growth Mindset is something that has been focused on heavily in education recently for both staff and students. A Growth Mind-set, according to Dr Carol Dweck, is when "people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment".

To transform your current Mindset into a Growth Mindset, you could start by getting a firm understanding of your strengths and weaknesses through self-reflection, and then focus your attention and effort to understanding how various challenges can eventually become opportunities for you to build upon your skills through learning and even failing.

3. Rid Yourself Of Detractors

Your journey to improving your perseverance skills is no doubt a demanding but ultimately positive one and despite this, there will be people who will try and bring you right down.

Whether they tell you that will never achieve the success you envision or by simply showing a lack of support and encouragement, people like this should not deter you from achieving your goals.

Should the negativity of these people have a profound effect on you, maybe it's best to decrease the amount of time you spend with them if it's possible, to give you the thinking space you need to focus on developing good perseverance.

4. Set The Pace And Keep The Momentum

You will know how much effort and energy you'll be able to put into developing your perseverance skills in relation to how you can obtain your desired end result. Once you start this process, make sure you keep going no matter how long it takes.

Obviously, there are going to be many things could possibly set you back such as sickness or the next step in your journey is reliant on someone else but just because there is no tangible level of progress, you can still keep your energy levels and spirits up no matter what.

If you have any other viewpoints on how Teachers can persevere, do let us know in the comments. Also, if you're desired end goal is to secure a new teaching opportunity, get started on a new journey when you upload your CV today.

All change for Always Flourishing Education

  • Category: Always Flourishing Office News

A New Year calls for change in almost every person. Whether it is taking up a new hobby, finding a different job or learning a new skill, change seems very much at the forefront of people minds and Always Flourishing is no exception to this.

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Top tips for Improving Teacher Wellbeing

  • Category: Teaching Tips

Learn how you can implement these fantastic wellbeing activities for teachers with these brilliant gems of advice to maintain school staff wellbeing.

In recent years, there has been a significant emphasis on wellbeing for educators and people working in education. With many teachers unfortunately experiencing what is known as a "teacher burnout", we've browsed the web to provide you with the best tips and activities to improve your wellbeing and the wellbeing of other teachers.

Teacher Wellbeing Bags

Teacher Wellbeing Bags

The aim of these bags is to make staff feel valued and encourage a collaborative approach to teaching and learning across the curriculum areas. In an attempt to make staff feel welcome and confident I distributed the bags. They were an immediate hit! Each bag contained a personalised poster created quickly and easily using @RhonnaFarrer's design app.

The rest of the items included are listed below along with instructions for use:

• Cupcake cook book – set up a rota and get baking for department meetings.
• Star Stickies (Post It Notes) – write praise on these and leave them in places your colleagues will find them.
• Stickers – label lessons/ideas that worked well.
• Notepad – write down great teaching ideas on the go!
• Stickies (Post It Notes) – use these in department meetings to plan new schemes/lessons. Time-savers.
• Mints – to keep you cool when the going gets tough.
• Biscuits – for duty days and break times.
• Highlighters – to make your schemes of work stand out.
• Tissues – for those days. We all have them.
• Sweets – an energy boost for those afternoon triple lessons.
• Stamps – we all love stamps, right? For the full guide please head to Teacher Well-Being Bags

Improve your sleep

Improving Sleep for Teachers

A good night's sleep is the holy grail for today's generation of overworked and overstressed individuals. For teachers, a proper night's rest is particularly vital, especially when the next morning involves managing a classroom of excitable and children. But getting a full eight hours of slumber isn't as elusive as you might imagine. Here are simple and scientifically proven ways to beat insomnia.

Science tells us that how light or dark a room is at bedtime matters. Studies show that light can delay the production of melatonin, a chemical in the body that anticipates the daily onset of darkness. Another study by scientists at the University of Granada also found that sleeping in pitch black is important for the metabolism. To help make your room sleep conducive, it's worth investing in some blackout blinds or buying yourself an eye-mask. Another top tip is to dim the lights before you go to bed to signal to your body that darkness is setting in.

To discover more tips on how to improve your sleep please head The Guardian

Learn something new and share it with your students

Avoiding Teacher Burnout

Read an interesting book -- education or non-education related. I have been reading, The Smartest Kids in the World and How They Got that Way from Amanda Ripley. It is interesting and education related, so I don't feel guilty about taking time away from lesson planning and grading. Read a classic that you have always wanted to read but never got around to reading. Watch a TED Talk or go to Iuniversity and find something interesting about brain research (that's what I like to explore anyway).

For even more step by step guides to improving wellbeing and reducing Teacher Burnout, head over to Edutopia

Be Active

Being Active as a School Teacher

Regular physical activity is associated with lower rates of depression and anxiety across all age groups. Exercise is essential for slowing age-related cognitive decline and for promoting well-being. But it doesn't need to be particularly intense for you to feel good - slower-paced activities, such as walking, can have the benefit of encouraging social interactions as well providing some level of exercise.

Today, why not get physical? Here are a few ideas:

• Take the stairs not the lift
• Go for a walk at lunchtime (If permitted)
• Walk into work - perhaps with a colleague – so you can 'connect' as well
• Get off the bus one stop earlier than usual and walk the final part of your journey to work
• Organise a work sporting activity
• Have a kick-about in a local park
• Do some 'easy exercise', like stretching, before you leave for work in the morning
• Walk to someone's desk instead of calling or emailing.

For even more wellbeing in the workplace tips, please head to Mind. 

Laughter as a tonic

Improve Staff Wellbeing In Schools

Laughter is said to be good for the soul, but mind and body can also benefit. Frederika Roberts, co-founder of the RWS (Resilience Wellbeing Success) Programme says: "Companies could hold laughter yoga sessions at lunchtime or organise mini sessions before staff meetings. It doesn't cost much to send one or two members of staff on a two-day official training course to become a certified laughter yoga leader."

Discover more fantastic wellbeing tips by reading the whole article at The Guardian 

Getting the culture right

Ideas to Improve Teacher Wellbeing

It is important to have a working culture which allows teachers (and all staff) to feel they can talk about their stresses and worries. There is not a quick fix for this, but showing that you want to hear your colleagues' opinions is a good starting point. Making surveys anonymous, at least to start with, can encourage more staff to share their views than might otherwise be the case.

Another simple step is encouraging staff to take their breaks – preferably in a shared space where they can socialise with other members of staff – and discouraging them from staying for hours after the school day ends.

If you have enjoyed reading this blog on the top tips for Teacher Wellbeing, please like/follow our Facebook, Twitter, Google+ and Linkedin accounts for the very latest in wellbeing and education news as well as Teaching Jobs within The Thames Valley.

The Experts Guide To Supply Teaching

  • Category: Miscellaneous

Kickstart Your Career In Supply Teaching! 

Supply TeachingThis blog was partially updated on the 10th October 2017 for improved accuracy and comprehensiveness.

 

As you probably know, a supply teacher covers lessons across the curriculum on a daily basis or short-term period in the absence of the timetabled class teacher. Supply teachers play a crucial part in ensuring the continuous progression in students' learning during these absences. However, what makes a supply teacher truly exceptional? How can current supply teachers make even more of an impact in the classroom?

How To Become A Supply Teacher

As outlined above, a supply teacher is a regular classroom teacher. Because of this, teachers must hold UK Qualified Teacher Status which can be obtained by a PGCE, Schools Direct, School-Centred Initial Teacher Training and various other routes into teaching as outlined by the Department of Education.

When a teacher opts for working on a supply basis, the easiest option they can do is to register with a teaching agency. Agencies are the most common way for teachers to find local work. As a supply teacher, your agency acts as your employer rather than the school, therefore it is important to form a positive working relationship with them in the same way you would strive to achieve this when working in a school.

Building A Relationship With Your Agency

  • Always keep your agency regularly informed of your availability for work. That way, they won't contact you with work assignments that you are unable to do.
  • Changes surrounding your work life and personal life are always inevitable, e.g. you may desire to go back to working on a long-term or permanent basis or you may have a new role starting shortly. Keep your agency in the loop so they can offer an additional level of support should you require it.
  • Communication is key. An education recruitment agency has many educational practitioners on their books and many schools require support from agency staff to cover their absences. Because of this, an agency proactively will get in touch with suitable candidates for each assignment. If you are looking for daily work, it is a good idea to keep your phone ready for any morning calls. In addition to this, your consultant may send you an email and text message with some important information on too.

What Are The Benefits Of Being A Supply Teacher?

There are many fantastic benefits and advantages of supply teaching which make it a highly desirable and favourable career choice for any Primary School or Secondary School teacher.

  • On a supply basis, you can choose which days you are available for work, giving you control over the hours you can fit in in relation to your lifestyle and circumstances.
  • Most supply teaching agencies operate locally, so you can easily obtain work without the stress of having to travel too long a distance.
  • As a supply teacher, you can earn a good income without all the full-time commitments of a regular class teacher such as planning, parents' evening, tests/exams and other additional responsibilities.
  • Whilst working on a supply basis, you can get a genuine feel and understanding of schools you aspire to teach in should they be recruiting for long-term or permanent, full or part-time teaching work.
  • Work assignments in schools vary greatly. One day you could be covering a Year 1 class focusing on Literacy and the following day you could be teaching an outdoor PE lesson with students in Year 4. Having this variety enables you to gain a huge insight into a school, plus emphasising your versatility as an education professional.

What Occasional Challenges Do Supply Teachers Face?

Supply Teaching, like many other teaching jobs, has its challenges but these can be easily managed and overcome with experience, knowledge and support from your teaching agency. One common challenge that has been brought to our attention is teachers can sometimes struggle with short notice bookings. Sometimes last minute assignments are taken and teachers can have a limited time period to prepare themselves as well as their chosen method of transport. In order to stop mornings being a mad rush to the school, ensure that you are prepared by leaving your clothes out the night before and that you have your phone ready for when your agency contacts you. Despite this, some supply bookings are booked well in advance giving you extra time to prepare yourself ready for a day teaching.

As a supply teacher, it's unfortunately quite common for students under your watch to play up and misbehave due to the absence of the regular class teacher. Being a fully trained teacher, you have a clear understanding of behaviour management so make sure that when you enter a classroom you outline your behaviour expectations. Don't forget to ask your school contact as to what their rewards and sanctions policy is to maintain consistency. 

Expectations Of A Supply Teacher

  • Turn up early for supply bookings so you can be introduced to the school Cover Manager as well as any key staff members or the Senior Leadership Team.
  • Ensure that students are fully engaged with the work and complete all activities as outlined in the lesson plan. If student's complete all tasks before the lesson has finished, set them additional stretch tasks. 
    • If the lesson relies on the use of a textbook, is there another activity they could complete?
    • If there is homework to be set in the lesson, why not have them start it?
    • If there is neither a textbook or homework, get in touch with the school Cover Manager or the department lead to obtain additional work.
  • Report back to the school Cover Manager with any examples of outstanding work and behaviour as well as any issues you encountered. 

What's The Difference Between A Cover Supervisor And A Supply Teacher?

We asked a number of school Cover Managers as to whether there was any difference in terms of the responsibilities and expectations of a Supply Teacher and a Cover Supervisor. They outlined that there was no difference in terms of the job that they do but only down to qualifications. A Cover Supervisor is an unqualified teacher but with previous experience teaching in a classroom setting. A Supply Teacher has Qualified Teacher Status but all duties are the same.

If you enjoyed this blog on Supply Teacher, do let us know in the comments or by contacting us on Facebook, Twitter, Linkedin and Google+.

The Top New Years Resolutions for Teachers

  • Category: Miscellaneous

Now that the Christmas period has finally embraced us, it won't be long until we warmly welcome 2018. As always, a New Year calls for new beginnings and changes and should you find yourself looking to make a difference to yourself and your teaching practice for the New Year, we've got you covered!

Always Flourishing New Years Resolution for Teachers1. Improve And Maintain Your Wellbeing Work/Life Balance

As identified in a YouGuv Survey, 57% percent of teachers outlined that a poor work/life balance was the reason that they ultimately decided to leave the profession. Your own personal wellbeing is so important especially if you have high aspirations for yourself and your students.

We already have a whole guide in relation to maximising your work-life balance so take a look at one of our popular blogs 'Practical Guide: Keep Your Teacher Wellbeing In Check' for a full list of our most recommended tips and ideas.

2. Embrace Social Media

Social Media is no longer just for sharing cat pictures and the occasional rant. Networks such as Twitter, Facebook and Instagram are bursting with some brilliant discussions surrounding education. The most popular social network for teachers is Twitter for a number of amazing reasons. From a vibrant community who encourage others to share and even update resources as well as the engaging and popular chats such as #primaryrocks and #edtechchat, twitters phenomenal worldwide community of teachers will have you embracing new ideas along with a refreshed perspective.

 

3. Involve Fitness

As we're sure you're aware, there's more to Edtech than just an interactive whiteboard. But what apps and software can you include in your class? Firstly, make sure you know exactly what you want to achieve by using technology in the classroom. Is it to increase student participation or reward good behaviour? There are numerous Edtech apps such as Class Dojo and Plickers that helps you to achieve this but for a full list of some of our favourites that you should try in the New Year, please read 'The Best EdTech Apps We Insist You Use In Your Classroom!'

4. Incorporate Health and Fitness Into Your Class

The vast majority of people in the New Year will be starting a complete body detox and a health kick and there's no reason as to why this can't be encouraged in the classroom. Give your students lessons on healthy eating and make use of physical exercise when possible.

The Adventures of Eggberts - Free Teaching Resource

  • Category: Lesson Ideas

Eggberts Colouring Book - Delivering the Mail by Paul GustafonTeaching your students about mail and the Post Office has never been more fun especially with Eggbert and his friends. Eggbert is a little egg who's given the task of delivering the mail to all the residents in town. Whilst delivering the mail, Eggbert encounters many adventures such as dealing with Silly Billy, Professor Egghead and Mystic Pegg. What's even more exciting is that students can colour in the characters, draw their accesories and join the dots! 

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Christmas Card Competition

  • Category: Always Flourishing Office News

IMG 1348 2We were pleased to attend a special festive assembly to unveil the winner of our Christmas Card competition. We gave local schools the opportunity to design a beautiful Christmas Card to be sent to all of our fantastic clients. Everyone involved made a big effort and there was a significant number of entries to choose from. However, the decision was made and Phoebe from Downsway Primary School won a £25 book voucher! We'd like to thank everyone and every school who participated in this competition. To show our gratitude, we have uploaded the winning schools beautiful cards to our Pinterest board for everyone to see this Christmas!

 

 

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Cover Club Success

  • Category: Always Flourishing Office News

Cover ClubThe role of a Cover Manger is an important and pivotal role in School, the Always Flourishing Education Cover Club goal is to bring together Cover Managers and expert guest's speakers to network and share best practice.

Many thanks to all those who attended our first Always Flourishing Cover Club. The feedback was fantastic and we managed to discuss a range of topics. If you weren't able to make it this time then hopefully the minutes below will give cause for thought and we look forward to seeing you next time.

Nick Parker chaired our first meeting. Nick has been a qualified teacher for over 17 years who has also been a Deputy Head, a role which involved arranging and managing emergency and planned cover. He now focuses on HR management with a particular interest in the Education sector. A full overview of the content of event presentation is available to all Cover Managers on request. Topics covered included:

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Always Flourishing do Children In Need

  • Category: Always Flourishing Office News

It may look like the Always Flourishing team have rolled straight out of bed and into the office this morning but it's all for a good cause, Children In Need!Always Flourishing Do Children In Need

Children In Need is a nationwide fundraising event that is heavily supported across the country. Since the 1980's, the Children In Need annual telethon has raised over £600 million to send to disadvantaged children and families across the UK. The annual telethon has been fronted by a list of presenters and celebrities over the years. But the real star of the show and the entire fundraising campaign is none other than the Children In Need Mascot, Pudsey Bear!

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Always Flourishing Launch The Cover Club Networking Event!

  • Category: Always Flourishing Office News

Always Flourishing Launch A New Networking Event For School Cover Managers in The Thames Valley!

This blog was partially updated on the 23rd November 2016 for improved accuracy and comprehensiveness. 

New Cover Club Listening to local Primary and Secondary schools across Berkshire and Oxfordshire is part of what makes Always Flourishing's approach to education recruitment distinctively refreshing . A number of cover managers and school recruitment associates we work with asked for our advice on best practice advice in other schools around maintaining cover, managing agencies and getting not only quality but good value supply teachers in to cover lessons. 

Our expert team of education consultants are always happy to share our experiences with local schools but as a collective, we felt that offering something more innovative to cover managers in schools might be of a greater benefit.

As a result of this need for shared advice and guidance, we are launching a quartley networking event for school cover managers called 'Cover Club' for schools across the Thames Valley such as Berkshire and Oxfordshire on a termly basis.

What Is Cover Club?

We've created 'Cover Club' as a means to enable cover managers and those involved in school recruitment to have the opportunity to get together, share ideas and develop best practice when considering the staffing needs of each unique school environment. Our 'Cover Club' events will be  FREE event upon confirmation and will bring together a variety of education recruitment professionals together.  

Additionally, we will be inviting an experienced guest speaker from the eduaction sector to each event to a short presentation on a topic that is relevant to your day to day role in recruiting school staff members. 

The next event will be held in term two but there will be limited numbers for membership so if you would like to register your interest in joining the 'Cover Club',  please contact our organiser Laura Arnott on 01189 842413 or email laura@alwaysflourishing.com                

What does The Great British Bake Off tell us about how students learn?

  • Category: Miscellaneous

This week's TV listings left us caught between the Bake off Bubble and Jamie Oliver's War on Sugar and revealed the national obsession with cooking and nutrition that has become a national obsession since the rise of the Celebrity Chef. Nadiya Hussain Great British Bake Off

Whatever we think of this national phenomenon, watching shows like bake off is a pleasure for millions, especially for our children. With 13.5 million tuning in, it has been this week's media event for Kids. With so many of our students interested in icing sugar and frosting what opportunities does this present to schools.

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How Always Flourishing Is Battling The Teacher Recruitment Crisis

  • Category: Always Flourishing Office News

A teacher actively engaging with her student.This blog was partially updated on the 23rd November 2016 for improved accuracy and comprehensiveness.

There is little doubt that there is a looming teacher crisis in England with many areas more affected than others. In our first blog related to the education recruitment sector, we are looking at some of the challenges faced by schools we work with and examining the startling data around the looming crisis in teaching recruitment. 

Today a poll by PA news showed almost three out of four local education authorities in England are experiencing a teacher shortage, and 18 percent of those polled said the problem had reached crisis levels. This is by no means news to Always Flourishing.

This week we talked with three secondary heads who are actively working with us to plan how we can address likely vaccines just through retirement in January 2016. They also expressed growing concern relating to 'no cover' industrial action in the news.

The NASUWT is holding ballots in a number of schools and has threatened to hold more votes on an LEA-wide basis in protest at shortages.

This week a number of Always Flourishing team members attending the REC Education conference in London where again talking about teacher shortages being at the top of the agenda. Information from Oxford Teaching Services suggested that there will be no further supply of entrants to teaching from training until the 2015 cohort commences job hunting in early 2016.

The remaining supply of entrants will have to help fill any late vacancies for September and the vacancies that will arise for January 2016. (It is assumed that no new entrants will be needed in April 2016).

The absence of a pool of trainees means vacancies for January 2016 will need to be filled by returners, existing teachers changing schools, which creates further vacancies, and the recruitment of either teacher from overseas or those with no teaching qualifications or inappropriate qualifications.

We are working with Headteachers in both Primary and Secondary settings to support recruitment planning well in advance of 2016. Helping to plan for a mix of qualified, highly skilled unqualified teacher and overseas trained teachers to meet there needs.

If you would like to know more about how the Always Flourishing recruitment team can support you into 2016 with the right school teachers in place for January, please submit your enquiries to our contact form.

Sources: PA News, Oxford Teaching Services Ltd, NASUWT